2. —Didn't the film Beauty and the Beast excite you? —______. I felt bored.
A.Take it easy
B.It depends
C.Far from it
D.That's all right
A B C D
C
[解析] 考查情景交际。前者问“《美女与野兽》这部电影有没有让你感到兴奋?”根据后者的回答“I fell bored.”可知并没有感到兴奋，而是感觉无聊。far from it表示“远非如此，一点也不”，符合语境，故选C。其他三项，A项表示“放松点，别着急”；B项表示“视情况而定”；D项表示“不客气，没关系”，一般用于回答别人的感谢、道歉等，均不符合逻辑。
3. We will see that communities and rural areas have better ______ to e-commerce and express delivery service in the near future.
A.chance
B.access
C.permission
D.attachment
A B C D
B
[解析] 考查名词辨析。chance“可能性，机会”，access”“接近(的机会)，使用之权”，permission“许可，允许”，attachment“附件，附属物”。句意为“在不久的将来，社区和农村将能更好地享受电商和快递服务”。have access to sth.为固定搭配，表示“可以使用，有接触……的机会或权利”，符合句意。故选B。
4. ______ the current stage of development so far, China can now advance only through reform and innovation.
8. There's a greater possibility for things to ______ translation over social media.
A.get lost in
B.get hold of
C.catch up with
D.catch sight of
A B C D
A
[解析] 考查动词短语辨析。get lost in“迷失在，沉迷于”，get hold of“抓住”，catch up with“赶上”，catch sight or“看到”。get lost in translation over social media意思就是“迷失在社交媒体中”。故选A。
9. As is known to all, ______ China has taken the lead in space is an inspiration to millions of Chinese.
A.that
B.what
C.which
D./
A B C D
D
[解析] 考查as引导的非限制性定语从句。句意为“众所周知，中国在太空领域已经处于领先地位激励了数百万中国人”。“As is known to all, ...”是由as引导的非限制性定语从句，as作关系代词，指代后面的整个主句，后面不加that。如果用it作形式主语，后面的主语从句则必须由that引导，即变成“It is known to all that...”。故选D。
10. I wear a watch every day, ______ ticking always reminds me that nothing is more precious than time.
(二)阅读理解 阅读下面的短文，从每小题所给的四个选项(A、B、C、D)中，选出一个最佳选项。 Frenchmen attach great importance to education. They regard the cultivation of children as a social obligation. French education mixes warm romantic humor into its careful and severe education. I have ever heard such a story: It took place in an ordinary French family. One day, when the boy was playing basketball, the ball hit a vase off the shelf with its mouth knocked off a large piece. The vase was an antique handed down through generations from Bourbon Dynasty. To cover the great trouble, the boy glued the pieces together and put the vase back to its place panic-stricken. That evening his mother noticed the change on it. At dinnertime, she asked her boy if he had broken the vase. Being scared of punishment, the boy said by a sudden inspiration that a cat jumped in from the window and knocked the vase off the shelf. His mother was quite clear that her son was lying, for all the windows were closed before her leaving. However, she just said that it seemed it was her carelessness not to have the window tightly closed. Before going to bed, the boy found a note on his bed, on which he was asked to go to the study. The boy had thought he had gotten by under false pretences, but then felt he couldn't dodge the misfortune. Now that he had already lied, he made up his mind no matter what his mother said, he would disavow to the end. On seeing her son enter in fear, his mother took out a chocolate box and gave one piece of the chocolates to her son. "Baker, this chocolate is a reward for you, for you created a cat with your special imagination." Then, she put another chocolate in his hand. "This chocolate is a reward for your ability to restore. But the glue you used is for restoring paper materials; to restore a vase needs higher special technique. Tomorrow, let's bring the vase to the artists to see how they make a craftwork intact as it was." With that, she took the third chocolate, "The last chocolate stands for my apology. I shouldn't have laid a vase in a place where it could so easily fall down. I wish you hadn't been scared, my little sweetheart." "But, Mom, I ..." The boy tried to make something clear, but he awkwardly uttered nothing but some words. "Our talk is over. Good night, Baker! " She gave a soft kiss on his forehead and walked out of the study. The following days were the same as before. The only change was that the boy had never told a lie since then. No scolding. It looks unimaginably queer. In fact, the three chocolates are the alarm in the boy's heart all the time. Sometimes, no punishment itself is a kind of punishment.
1. What does the underlined word "dodge" in 4th paragraph probably mean?
A.Avoid.
B.Cover.
C.Rescue.
D.Bear.
A B C D
A
[解析] 词义题。根据原文第四段中“The boy had thought he had gotten by under false pretences, but then felt he couldn't dodge the misfortune. Now that he．had already lied. he made UD his mind no matter, what his mother said, he would disavow to the end.”可知，小男孩原本以为自己已经蒙混过关了，没想到母亲让他去书房，看来自己没能躲过“做坏事被发现”的不幸，但他既然已经撒了谎，就决定要否认到底。dodge the misfortune表示“躲避不幸”，A项avoid与之意义最接近。故选A。
2. How did the boy feel when he found the note on his bed?
A.Doubtful.
B.Calm.
C.Uneasy.
D.Embarrassed.
A B C D
C
[解析] 推断题。定位到原文第四段。小男孩发现纸条后，明白自己之前撒的谎并没有蒙混过关，也避免不了惩罚了，当然会感到uneasy(不安的)。下一段的开头“her son enter in fear”也表明了小男孩的感觉是害怕、不安的。故选C。
3. Which of the following is TRUE according to the passage?
A.The broken vase was beautifully restored.
B.The three chocolates served as a reminder.
C.The boy's mother forgot to close the window.
D.What the boy said was well prepared and designed.
A B C D
B
[解析] 细节题。A项“破碎的花瓶被完美地修复了”，原文中母亲说虽然胶水把碎片几乎完美地粘在一起，但那胶水是用来修复纸张的：修复花瓶不仅需要更强有力的胶水，还需要很高的技巧。C项“小男孩的母亲忘记关窗户了”，原文第三段最后两句讲小男孩的母亲很清楚孩子在撒谎，因为她把所有的窗户都关好后才离开家的，然而面对孩子的谎言，母亲只是说，看来是她疏忽了，没有关好窗户。D项“小男孩说的话是精心准备和设计好的”，原文第三段第三句讲他是灵机一动想出来的。以上三项均与原文不符。B项与最后一段中“the three chocolates are the alarm in the boy's heart all the time”对应，意思是这i块巧克力一直在小男孩的心里，时时刻刻提醒他要保持诚实。故选B。
(一)短文填空 阅读下面的短文，根据以下提示：1)汉语提示，2)首字母提示，3)语境提示，在每个空格内填入一个适当的英语单词。所填单词要求意义准确、形式正确。 You might hear people speak of languages as living or as dead. While we cannot think of language as plants or 1 that possess life apart from the people who speak it, we can observe in speech the process of charge that characterizes the life of living things. When a language 2 changing, we call it a dead language. Take Classical Latin 3 an example. It has not changed for almost two thousand years. T 4 , it is a dead language. On the other hand, English, like other languages, is in constant growth and 5 (衰退). Vocabulary of a language is the best example to demonstrate the process of constant changes. For example, m 6 of the vocabulary of Old English has been lost, 7 new words have been developed and added. Even existing words may change in the meaning. Changes can also o 8 in the pronunciation and the 9 (语法的) forms of a language. Thus, the language used one thousand years ago can be unintelligible to those who are 10 its modern form.
1. As you travel through life, I hope you leave deep footprints behind, not as a result of all the people you've stepped on to get ahead, but rather as a result of all the lives you've lifted along the way.
2. If you want to get your foot in the door to opportunities, it helps to get your fingers off your smart-phones, look people in the eye and engage in communication. You want people to actually like you, not just give you "likes". Ultimately, your future is in the hands of humans, not electronic devices.
1. Writing Building "double first-class universities" has become a hot topic recently in the education sector, which was approved by China's national deepening reform lead group in 2016 as a new driving force for the development of China's higher education. What do you think basic education can do to contribute to the achievement of the goal? As a teacher-to-be, try to put forward your proposals concerning the professional development of teachers and the cultivation of students. Please write a composition entitled "How to Upgrade the Level of Basic Education" on the ANSWER SHEET in English within 150 words, but no less than 120 words.
[参考范文]
How to Upgrade the Level of Basic Education
The deficiencies in basic education have dramatic consequences for all subsequent levels of education, and hinder the further development of our country's education. If we want to build "double first-class universities", it's necessary to upgrade the level of basic education. As a teacher-to-be, I think it's important to improve the quality of teaching. Teachers need to receive sufficient training to give students the knowledge and skills they will need in their daily lives. Besides, teachers should pay attention to their self-improvement. Another factor, I think, is that all children should have the equal opportunity to receive basic education. As China is a vast country with significant regional disparities, it is quite understandable that the conditions of schools vary a lot. The government should take some effective measures to balance the differences between regions to ensure that every child get the equal education opportunity.
五、案例分析与教学设计 本大题分为案例分析与教学设计两部分。请阅读所给的教学案例，完成第44和45小题。 [教学材料] Morn: Wow, look! The pandas are so cute. I like pandas. Do you like them? Lily: Yes, I do. Bob: No, I don't. Dad: Look! There is a tiger. Do you like tigers? Bob: Yes, I do. Lily: No, I don't. They're scary. I'm afraid of them. Morn: Do you like monkeys? Lily: Yes, I do. They are funny. I like them a lot. Bob: They are clever too. Dad: Do you like elephants? Lily: Yes, I do. I like elephants. Bob: No, I don't. I don't like them. [教学案例] 一、题目：A Visit to the Zoo 二、教学背景：小学5年级 三、教学目标： 1．知识目标： 词汇：scary，funny； 句型：Do you like...? Yes, I do./No, I don't. I like/I don't like... 2．技能目标： 能用like的陈述句、一般疑问句及其肯定和否定回答，表达及交流对动物的喜好。 3．情感目标： …… 4．策略目标： 积极与他人合作，共同完成学习任务。 四、教学重点与教学难点： 用like的陈述句、一般疑问句及其肯定和否定回答，表达及交流对动物的喜好。 五、教具准备： 动物图片、单词卡片、动物面具、配套资源光盘 六、教学步骤： (T—teacher Ss—students) Step 1 Warm-up & Revision (5 min) 1．Greetings 2．教师通过“猜猜看”的游戏复习动物单词。教师依次呈现各种动物图片，每张图片以逐渐呈现动物特征的方式，让学生猜测抢答，第一位猜对的同学所属的小组获得加分。 T: Boys and girls, let's play the game "Can you guess?". I'll show you some pictures. You guess and speak out quickly what animal it is. Are you ready? Ss: ... T: Let's begin. Look at this picture. What animal is it?(教师在逐渐呈现动物特征的过程中掌握游戏节奏，同时注意观察第一位正确说出答案的同学，给其所属的小组加分) Ss: ...(学生进行抢答) T: Great!(教师一边口头表扬学生，一边给抢答正确的学生所属的小组进行加分奖励) 3．教师出示各种动物的单词卡，带领学生集体朗读。 T: Whole class. read after me. Ss: ...(学生跟读动物单词) 4．教师将动物单词卡分别贴在相应的动物图片旁。 Step 2 Lead-in (2 min) 教师播放课文视频，并提出问题让全班同学思考和回答。 T: Look, listen and answer the questions. Q1. Who are they in the video? Q2. Where are they? Q3. What are they talking about? Ss: ... T: They're Lily, Bob, their father and mother. They are at the zoo. They are talking about animals. I like animals. Do you like animals? Step 3 Presentation (10 min) 1．教师先用简笔画在黑板上画出大象、熊猫、猴子和老虎，再用身体语言表演出老虎的scary及猴子的funny两种特征，并依次让学生跟读，教授这两个单词的意思。 T: Look at me. Oh, am I scary? Read after me "scary, scary, scary..." "The tigers are scary." Ss: ...(学生跟读) 教师以同样方式教授另一个单词funny。 2．教师逐一戴上panda，tiger，monkey，elephant四种动物面具，模仿动物体态，结合课文内容进行表演，同时询问学生是否喜欢。 T: Now look at me. I am a panda. Do you like pandas? 教师讲解运用“Do you like...?”句型询问对方对事物(人)喜好与否。 Ss: Yes.(学生点头表示喜欢) T: Yes, I do. I like pandas.(教师教授like一般疑问句的肯定回答完整形式，同时表达自己对动物的喜好) T: Now look at me. I am a tiger. Do you like tigers? Ss: No.(摇头) T: No. I don't. I don't like tigers. They are scary.(教师教授like一般疑问句的否定回答完整形式，同时教授对事物(人)不喜好的表达方式) T: Now, look at me, I am a monkey. Do you like monkeys? Ss: Yes, I do.(部分学生表达出肯定回答的完整形式) T: Yes, I do. I like monkeys. They are funny.(教师再次示范like一般疑问句的肯定回答完整形式，同时再次表达自己对动物的喜好) T: Now look at me, I am an elephant. Do you like elephants? Ss: No, I don't.(部分学生表达出否定回答的完整形式) T: No, I don't. I don't like elephants.(教师再次示范like一般疑问句的否定回答完整形式，同时再次示范对事物(人)不喜好的表达方式) 3．教师播放课文视频，学生理解并集体跟读。 [设计意图] …… Step 4 Practice (10 min) 教学活动 …… [设计意图] …… Step 5 Consolidation (10 min) 教学活动 …… [设计意图] …… Step 6 Summary & homework (3 min) (略) 七、板书设计 ……
(1)Step 4 Practice 练习一：快速画画 Ask students to draw some pictures on the papers prepared before. The teacher reads and the students draw: Draw an elephant/panda/monkey/tiger. And then spell the new word below each picture. (设计意图：调动学生参与课堂的积极性，同时也可以吸引他们的注意力，使他们加深对动物单词的印象。) 练习二：找图游戏 2-4 students in a group, and take out their pictures drew before. Mix the pictures and then ask them to find their own pictures. Meanwhile, they should use the sentences learned to ask and answer. For example, —Do you like monkeys? —Yes, I do. They're funny. —Do you like tigers? —No, I don't. They're scary. During the conversation, they can add some other sentences learned before to enrich this conversation. (设计意图：通过找图游戏寓教于乐，在轻松的课堂气氛中练习了单词和句型。) 练习三：听录音，跟读 Ask students to listen to the radio for two times. The first time, students should listen carefully and pay attention to the pronunciation and intonation. The second time, students should read after the radio and imitate, (设计意图：引导学生对所学的知识进行系统的回顾和认知，通过听录音和跟读的形式，学生的听和说的能力可以得到提升，同时，模仿语音语调也可以帮助学生学习地道的语言。) Step 5 Consolidation 写动物单词比赛： Divide the students into groups of 10-15 and give each group a piece of paper. Ask students to write the new words from the beginning to the end in the groups. There are three tips: ①Every student writes one word about animals. ②Use one adjective to describe the animal. ③Don't repeat. The group which writes the most words quickly and accurately will be the winner. And the winner will get some secret gifts. (设计意图：通过动物单词拼写比赛，可以让学生回顾学过的单词，同时用一个形容词来形容小动物，可以让他们更加了解动物，产生对小动物的喜好。神秘礼物的设置可以鼓励学生更加努力地去思考和积极地参与到活动当中去。) (2)板书设计
深色：已答题 浅色：未答题