人教版 (2019)必修 第一册Unit 5 Languages around the world习题

这是一份人教版 (2019)必修 第一册Unit 5 Languages around the world习题，共16页。试卷主要包含了5分,满分7，　　　B等内容，欢迎下载使用。

第一部分 听力(共两节,满分30分)
第一节(共5小题;每小题1.5分,满分7.5分)
听下面5段对话。每段对话后有一个小题,从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后,你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1. Where did the speakers learn abut the sng?
A.Frm a mvie.
B.Frm a theater play.
C.Frm an English friend.
2. What will the speakers prbably buy?
A.A refrigeratr. B.A sfa. C.A televisin.
3. What des the man say abut the prgram?
A.It has his favrite music.
B.It’s nt suitable fr him.
C.Children at his age lve it.
4. Where is the wman prbably?
A.At hme. B.In a car. C.In a hspital.
5. What is the final price f the cheapest cellphne?
A.$150. B.$135. C.$299.
第二节(共15小题;每小题1.5分,满分22.5分)
听下面5段对话或独白。每段对话或独白后有几个小题,从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前,你将有时间阅读各个小题,每小题5秒钟;听完后,各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料,回答第6、7题。
6. What is Steve ging t d in an hur?
A.Watch a TV shw.
B.G t the park.
C.Have dinner with his parents.
7. Where will the speakers meet tmrrw?
A.At Mia’s apartment.
B.At the cncert hall.
C.At a restaurant.
听第7段材料,回答第8至10题。
8. Hw lng will the man’s shw last?
A.Fr 5 minutes. B.Fr 10 minutes.
C.Fr 20 minutes.
9. What advice did the wman give t the man befre?
A.T clse his eyes t be calm.
B.T pretend the peple are cabbage.
C.T remember the lines frm a mvie.
10. What seems t be the wman’s hpe fr the man?
A.T enjy himself.
B.T impress the judges.
C.T make the crwd laugh.
听第8段材料,回答第11至13题。
11. Hw lng is the man’s next race?
A.10 km. B.15 km. C.18 km.
12.Where des the man turn back?
A.At the z. B.At the park. C.At the lake.
13. What happened t the man last week?
A.He fell ff a bridge.
B.He was hit by a bike.
C.He injured his leg.
听第9段材料,回答第14至17题。
14. Hw des Cindy g t wrk every day?
A.By bus. B.By subway. C.By car.
15. When des Cindy read her bk?
A.On her way t wrk.
B.When waiting t act.
C.At wrk.
16. What percent f the time will an actr spend n the acting?
A.Abut 10%. B.Abut 50%. C.Abut 90%.
17. Why des Cindy lve her jb?
A.Fr mney. B.Fr fame. C.Fr interest.
听第10段材料,回答第18至20题。
18. What difficulty did the speaker have when starting t learn French?
A.Grammar. B.Vcabulary. C.Prnunciatin.
19. What did the speaker think f her French after she arrived in France?
A.Pr. B.Acceptable. C.Excellent.
20. What is the mst imprtant in learning a language accrding t the speaker?
A.Mastering the grammar rules.
B.Knwing a large number f wrds.
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
Fur Cl Languages
Chinese
Arund 1.4 billin peple speak Chinese. Chinese is a tnal (声调的) language, meaning that changing the tne f just ne syllable (音节) can affect a wrd’s meaning. Chinese writing has ancient rts, which is thught t have develped arund 1400 B.C.
Arabic(阿拉伯语)
Over 370 millin peple speak Arabic. Written Arabic uses a cursive-style fnt (字体) that lks mre like artwrks than writing. Arabic is written frm right t left rather than frm left t right, making it different frm many ther languages.
English
Arund 379 millin peple speak English as a native language. It’s an fficial language in a huge number f cuntries.
English is the mst widely spken secnd language, with ver a billin peple speaking it t sme level f cmpetence. That means arund twice as many peple speaking English as a secnd language as thse wh speak it as the first language.
Italian
Nearly 68 millin peple speak Italian. If yu play music r sing, chances are that yu already knw a lt f Italian because many familiar musical terms are actually Italian.
Nt nly will learning Italian help yu pick up vcabulary, but it will als help yu understand the meanings f musical terms in greater depth.
21.What is a feature f Arabic?
A.It desn’t have a cursive-style fnt.
B.It helps artists with their artwrks.
C.It is written frm right t left.
D.It is clsely related t music.
22.Which is mst widely used as a secnd language in the wrld?
A.Arabic. B.English. C.Chinese. D.Italian.
23.What’s the number f peple wh speak Italian?
A.Nearly 68 millin. B.Arund 370 millin.
C.Over 379 millin. D.Arund 1.4 billin.
B
Being deaf in the hearing wrld can lead t painful feelings f islatin(孤独).
Waitress Kelsey recently shared an experience n scial media sharing site that zmed t the tp f the frnt page f the Internet. In her brief pst, Kelsey explained that she waited tables at a bar during the evenings, and ne night she nticed a deaf man sitting alne in her sectin.
When Kelsey isn’t wrking at the bar, she earns gd hurly pay ding sign language interpretatin(手语翻译), s she sensed an pprtunity t use her skill t make this custmer feel a little less alne in the wrld. She apprached his table and began chatting with him in sign language.
When the table next t the man’s nticed their silent cnversatin, they asked Kelsey hw lng she’d been signing. They had a brief cnversatin abut her gal f becming qualified t interpret sign language in a medical r mental health setting. She didn’t think much abut the whle exchange until the custmers had left the bar and she was tidying up the tables. There, n the table f the custmers wh’d seen her sign language cnversatin with the deaf man, was a handwritten nte.
“Thank yu fr what yu did; it abslutely matters!” the nte said. “Gd luck with finishing yur degree!” Besides that, they’d left her a $100 tip.
Kelsey was mved by the kind nte, especially because she wasn’t ding anything ut f the rdinary. T her, she was just cnversing with smene in a language that nly he understd. Yet t the deaf man and the peple seated next t him, she’d bridged a gap and helped smene wh prbably feels lnely a lt f the time.
Kelsey shared the nte n the Internet t spread mre lve and light in the wrld.
24.What d we knw abut Kelsey’s wrk at the bar?
A.It is her part-time jb.
B.It ges beynd her ability.
C.It requires her t wrk all day lng.
D.It ffers her a chance t learn sign language.
25.What can we infer abut the deaf man?
A.He left Kelsey $100 as a tip.
B.He culd use sign language.
C.He fund it hard t cmmunicate with Kelsey.
D.He was a friend f the custmers, next t him.
26.What did the custmers next t the deaf man think f Kelsey?
A.She was wasting time wrking as a waitress.
B.She needed t study further fr a degree.
C.She shuld use the Internet as a tl.
D.She was s kind t serve thse in need.
27.What lessn can we learn frm Kelsey’s experience?
A.Practice makes perfect.
B.It is never t late t learn.
C.Kindness is repaid with kindness.
D.When in Rme, d as the Rmans d.
C
Online, English has becme a cmmn language fr users frm arund the wrld. In the prcess, the language itself is changing. There are nw thught t be sme 4.5 billin web pages wrldwide. Sme language experts predict that within 10 years English will ccupy the Internet—but in frms that will be very different t what we accept and recgnize as English tday.
That’s because peple wh speak English as a secnd language already utnumber native speakers. And increasingly, they use it t cmmunicate with ther nn-native speakers, particularly n the Internet where less attentin is paid t grammar and spelling and users dn’t have t wrry abut their accent(口音).
Users f Facebk already scialize in a number f different “Englishes”, including Indian English, Spanish English and Krean English. While these different styles have lng existed within their cultures, they’re nw expanding and cming nline. Technlgy cmpanies are intrducing newly-develped English wrds with prducts aimed at enabling users t add wrds that are nt in the English dictinary. And mst large cmpanies have English websites, while smaller businesses are learning that they need a cmmn language—English—t reach glbal custmers.
The increasing ppularity f the Internet allws mre languages t develp quickly.
“Mst peple actually speak several languages—it’s less cmmn t speak nly ne,” says Mr. Munr. “English has taken its place as the wrld’s cmmn language, but it’s nt pushing ut ther languages.” Instead, ther languages are pushing their way int English, in the prcess creating smething new.
28.Which f the fllwing is true abut nline cmmunicatin?
A.Peple need t spell exactly.
B.Grammar is nt s imprtant.
C.Peple need t pay attentin t their accent.
D.Mst English speakers are native speakers.
29.What can we infer frm the text?
A.We can nly cmmunicate nline in English.
B.It’s impssible t find all the English wrds in the dictinary.
C.Sme technlgy cmpanies start t publish English dictinaries.
D.Smaller businesses are nt allwed t have English websites.
30.What can we learn frm what Mr. Munr says?
A.Other languages are enriching English.
B.One can’t live well withut speaking several languages.
C.English will becme the nly language in the wrld.
D.Chinese used t be the wrld’s cmmn language.
31.What des the text mainly talk abut?
A.English is a cmmn language arund the wrld.
B.There are nw many different language styles.
C.English is develping with the Internet.
D.Smaller businesses are learning a cmmn language.
D
Turists visiting La Gmera and EI Hierr in the Canary Islands can ften hear the lcals cmmunicating ver lng distances by whistling—nt a tune(曲调), but the Spanish language. The lcals are cmmunicating in Silb, a whistled Spanish language.
Whistled languages are almst develped in rugh, muntainus areas r in the thick frest. As a result, whistled speech can be understd up t 10 times as far away as rdinary shuting. That lets peple cmmunicate even when they cannt easily stand clse enugh t shut. On La Gmera, fr example, a few traditinal shepherds (牧羊人) still whistle t ne anther acrss muntain valleys that culd take hurs t crss.
Whistled languages wrk because many f the key elements f speech can be prduced in a whistle, says Meyer, linguist f CNRS. We tell ne speech sund frm anther by small differences in their sund frequency patterns. A lng [iː], fr example, is frmed higher in the muth than a lng [ɔː], giving it a higher sund.
T language scientists, such languages are mre than just a curisity. By studying whistled languages, they hpe t learn abut hw ur brains get meaning frm the cmplex sund patterns f speech. Whistling may even prvide a chance t knw ne f the mst dramatic frward jumps in human evlutin(进化): the rigin f language itself.
Despite their interest t bth language experts and casual bservers, whistled languages are disappearing rapidly all ver the wrld, and sme, such as the whistled frm f the Tepehua language in Mexic, have disappeared. “Nw yu can find whistled speech nly in places that are very, very remte, and have had less cntact with mdernity and less access t rads,” says Meyer.
Frtunately, there is still hpe. UNESCO, the UN cultural rganizatin, has listed tw whistled languages, Silb and a kind f whistled Turkish, as the wrld’s cultural heritage. Such attentin can lead t cnservatin effrts.
32.What led t the develpment f whistled languages?
A.Gegraphic inaccessibility.
B.Rapid increase in turism.
C.Greater infrmatin capacity.
D.Interest f language experts.
33.Why are a lng [iː] and a lng [ɔː] mentined in Paragraph 3?
A.T shw what key elements speech has.
B.T explain the differences between speech sund frequency patterns.
C.T prve the ppularity f whistled languages in the wrld.
D.T shw the disadvantages f whistled languages.
34.What might be a reasn fr the disappearance f whistled languages accrding t Meyer?
A.Difficulty in understanding. B.Lack f attentin.
C.Expansin f ther cultures. D.Mdernizatin.
35.What des the underlined wrd “cnservatin” mean in the last paragraph?
A.Impressin. B.Experiment. C.Prtectin. D.Graduatin.
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。
Smetimes when we are learning a new language it can be really frightening t start speaking it with ther peple. 36 , as it will help us gain cnfidence in urselves. Here are sme great tips that can help yu vercme yur fear f speaking a new language.
•Accept that yu are ging t make mistakes and learn frm them.
Peple make mistakes all the time, especially when speaking a new language. Dn’t be sad r feel disappinted if yu make mistakes; it’s part f the prcess f imprving yur speaking ability. 37 . As Albert Einstein said, “Life is like riding a bicycle. T keep yur balance, yu must keep mving.”
• 38 .
Once yu have started speaking a new language, dn’t be afraid t ask peple questins abut hw t say r prnunce smething. Mst f the time peple will be mre than happy t help yu if yu have any questins.
•Dn’t be shy.
One f nn-native speakers’ prblems is being t shy t speak. 39 . Be aware that mst peple speak mre than ne language and knw hw difficult it is t learn a new ne. Als, mst peple really dn’t even ntice if yu say smething wrng.
•Enjy yurself.
Yu are learning anther language surely fr sme reasns, s g ahead, have fun, make mistakes and even invent new wrds! 40 .
A.Ask fr help
B.Try t be curius
C.They are all part f the prcess
D.This fear f speaking a new language makes us nervus
E.This can be the biggest prblem fr a lt f peple
F.Once yu have made a mistake, crrect it and carry n
G.Overcming this fear f speaking a new language is extremely imprtant
36. 37. 38. 39. 40.
第三部分 语言运用(共两节,满分30分)
第一节(共15小题;每小题1分,满分15分)
阅读下面短文,从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
Steve and Mark were gd friends. They decided t spend their vacatin in Haiti. Since they culdn’t 41 French, they tk a French wrdbk with them and hped it wuld help them in difficult situatins.
The flight was 42 , and the htel was very cmfrtable. Each day after breakfast, Steve and Mark packed the picnic lunch and dinner and went ff t visit interesting places. After a few days, the bys became 43 f eating picnic meals and decided t eat a big fish dinner in a gd restaurant. Unfrtunately, they left their wrdbk in the htel.
They 44 the menu carefully. After ten minutes, Steve said t Mark, “I dn’t understand this menu.” “Neither d I,” said Mark. “I see pisn n the menu. Are they 45 here?” “Maybe. They even spelled pisn 46 . They spelled it p--i-s-s--n instead f p--i-s--n. But it must mean the same thing. Maybe we shuld g t anther restaurant. I dn’t 47 t eat smething that will kill me.” But Mark was 48 , s he said, “There is n ther restaurants near here, and I’m tired f walking arund the city. Let’s rder smething else instead. It’s 49 here, s the fd must be gd.”
The bys lked at the menu again. They finally decided t rder steak, 50 they really wanted fish. The bys just pinted t the wrd steak, and the waiter understd.
As they were eating, they 51 sme turists speaking English. “This 52 is delicius. We’re lucky we have picked a restaurant that’s famus fr its fish.”
Steve and Mark wndered what they discvered. “Famus fr its fish? There was n fish n the 53 !” said Mark.
Finally, Steve decided t find ut what all this was abut. “Excuse me, hw did yu rder fish when it isn’t n the menu?” “Sure it’s n the menu. It’s right here. Pissn.” The bys shuted, “Pissn. That’s pisn! We were 54 why a restaurant like this shuld have pisn n the menu.”
The turists 55 , and ne f them said, “N. Pissn is French fr fish.”
B.inspect C.teach D.demand
B.straight C.quick D.excellent
B.frightened C.grateful D.fnd
B.learnt C.remembered D.bserved
B.crazy C.cnfident D.fficial
B.wrngly C.simply D.natively
B.recgnize C.request D.recver
B.equal C.tired D.endangered
B.cmfrtable C.peaceful D.crwded
B.althugh C.unless D.because
B.sensed C.nticed D.heard
B.insect C.fruit D.fish
B.menu C.shw D.track
B.wndering C.expressing D.admitting
B.shcked C.laughed D.shuted
第二节(共10小题;每小题1.5分;满分15分)
阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。
When tw cultures cme tgether, the wrds f 56 (they) languages cmpete fr survival. This tk place early n in the histry f English, fllwing the Danish invasin(入侵) f Britain. The Danes spke a language knwn 57 Old Nrse, and this had many wrds 58 had a related frm in Old English. What wuld peple end up 59 (say)? Wuld the Danish settlers use the Old English wrds? Or wuld the Angl-Saxns use the Old Nrse nes?
60 (actual), the Old English and Old Nrse wrds bth survived, because peple gave them 61 (difference) meanings. This is what happened t skirt and shirt.
Shirt is fund smetimes in late Old English (spelled scyrte), with the meaning f a shrt garment(衣服) wrn by bth men 62 wmen. Skirt, frm Old Nrse, is knwn frm the 1300s, and seems t have been used mainly fr a wman’s garment—the lwer part f a dress. But the wrd can als 63 (use) fr the lwer part f a man’s rbe r cat.
During the Middle English perid, “shirt” 64 (becme) increasingly used nly fr a man’s garment, and “skirt” fr a wman’s. Tday, wmen’s clthes include shirts, and skirts are nrmal wear fr men in many 65 (cuntry). Clthing such as the T-shirt is gender-neutral(不分性别的).
56. 57. 58. 59. 60.
61. 62. 63. 64. 65.
第四部分 写作(共两节,满分40分)
第一节(满分15分)
假定你是李华,你的英国朋友 Peter 来信向你咨询如何才能学好中文。请你回信给他一些建议,内容包括:
1.参加中文学习班;
2.看中文书刊、电视;
3.学唱中文歌曲;
注意:1.词数80左右;
2.可适当增加细节,以使行文连贯;
3.开头和结尾已给出,不计入总词数。
Dear Peter,




Best wishes,
Li Hua
第二节(满分25分)
阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。
It was the first week f Lily’s middle schl. The bell’s ringing brught her ut f her daydream. She nervusly gathered her bks, preparing t reach anther classrm fr the next new class.
Lily fllwed ther kids and rushed int the hallway. Others walked in grups, chatted, and laughed, using the break t scialize. Lily, instead, walked alne alng the wall f the hallway, with her head dwn. She was a shy girl, afraid t speak in frnt f ther kids, and didn’t think thers wuld like her.
Lily finally sat in Mr. Jhnsn’s Language Arts class nervusly. “Welcme t Language Arts,” said Mr. Jhnsn. He tld jkes as he talked abut English. Lily frgt t daydream and laughed alng with the rest f the class. “We’ll have sme fun with language,” he said. “Just wait and see.”
Fun was far beynd what Lily desired. She just wanted t be like ther kids—running with friends in the hallway, laughing and jking between classes. Reminded f her pimply (长粉刺的) face, she felt hpeless and disappinted.
“Take ut a piece f paper,” the teacher cntinued, when pinting at wrds n the blackbard. “Write fr the next thirty minutes n this tpic.” Lily began writing crazily as idea after idea fught fr recgnitin in her head. The final result was a shrt stry abut a beautiful beach huse. As she wrte, she culd smell the salty air, hear the crashing waves and feel the pull f the sand beneath her feet. Fr a mment, she frgt where she was. She was lst in the stry.
“OK, pass yur papers frward,” said the teacher. “Let’s see what we will have.” Fr the rest f the class time, the teacher read each individual wrk alud. Lily riginally thught it wuld be awkward. Hwever, she was gradually attracted by the excitement in the teacher’s vice. “He’s actually enjying this,” she thught. When the class wuld sn be ver, there were still fifteen students’ papers nt read, including Lily’s. Then, Mr. Jhnsn annunced his decisin, asking these students t read their wrks themselves in frnt f the class next time.
注意:续写词数应为150个左右。
A week later, the bell rang and the Language Arts class began again.




After Lily finished her reading, the applause(掌声)frm her classmates cntinued fr a lng time.




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