22.c examines tenses. The answer in the stem asks, "Who wrote this book?" This book must have been written in the past, so the verb past tense is used.
23. Check the usage of conjunctions. I don't need to call back, because I will see him tomorrow.
24. Check the usage of non-predicate verbs. The subject of this sentence is I, and the logical relationship between I and See is active, that is, Seeing can express the logical relationship between subject and non-predicate.
25. Check the usage of indefinite pronouns. Learn means "none", and the sentence means "it is difficult for him to learn English in a family where both parents don't know English."
26. Check the idioms of adjectives. Hungry, not to mention starving.
27. check the tense. The former sentence is a past tense, and the latter sentence is "However, I have stayed in many hotels with poor conditions."
28. Check the attributive clause. It means "in" and "at my friend's address".
29. Examine tense and voice. The clause is the present perfect tense, and the main clause should use the general future tense.
30. Check the related words of the object clause. What stands for "created things".
3 1.a Examine non-predicate verbs. In order to find the information, I must read the whole book.
32. Check the non-predicate verbs. I was popular, so I was popular in the past.
B the preposition by means "through", for means "purpose", cross means "across" and out means "outside".
34. Test connectives. It's a sentence pattern, which means "it's been a while".
35. Check the non-predicate verbs. "Introduction" and "consideration" are juxtaposed, and they are used after "worth doing" to mean "worth doing"
The second part cloze
36.A
36. Check word collocation. Take subjects means "taking a class in a certain subject".
37.B 37。 B check word collocation. Presented means "teaching", and ideas is the attributive clause of he presented, which means "the theory he taught".
38. Check the meaning of the context. The article says that he always gets an A in school. But in this exam, he got a C+, so he was shocked, so he chose to be shocked.
39.C 39。 C examine the connection between contextual meanings. For indicates the reason. English is his best subject, but his grade is C+.
40. Check the meaning of the context. He argued with the professor, but the teacher was indifferent.
4 1.b examine the connection of contextual meanings. I don't know what's going on.
42. Check the meaning of the context. I argued with the professor again, and the meaning here is consistent with the meaning of the above argument.
43. Examine the nuances of words. Mind refers to the inherent way of thinking of professors. Opinion refers to the view of things. Attitude refers to the attitude towards things. Plan means "plan".
44. Check the meaning of the context. There is another exam before the final exam, so he has another chance to improve his grades.
45. Check the meaning of the context. He studied harder, so he knew the meaning of the word "profound" for the first time. "Thorough" means "complete and thorough".
46. Check the meaning of the context. As mentioned above, he redoubled his efforts, which means "it's no use trying".
47.b examine the different meanings of words. Everything is progressing as before, and going means "progress". Stay means "stay"
48. Check the meaning of the context. By the end of the term, no matter how high I get, I can't get rid of three C+ grades.
49. Check the meaning of the context. In the first sentence of this article, it is mentioned that he hopes to get a scholarship. What is said here is that he may miss the scholarship.
50. Check the meaning of context. He feels that he has learned this course very well and doesn't need to learn it. The night before the final exam, he amused himself by watching a movie.
5 1.a examines the connection of contextual meanings. He decided to take the exam the next day as a kind of entertainment. Consistent with the above meaning logic.
52. Check the connection of context meaning. A week later, he was surprised to find that his grades were excellent and immediately ran to the professor's office. The professor seems to be expecting his arrival.
53. Check the connection of context meaning. The professor said, "If I had given you the excellent grades you expected before, you wouldn't have studied so hard." .
54. Check the meaning of context. I stared at him and realized that his analysis and strategy were correct.
55.d examine the differences in the meanings of different words. Desperate means "devote yourself wholeheartedly" Work out means "manufacturing and exercising", work over means "striking and hurting" and work on means "continuing to work".
Part III: Reading comprehension
56.b examine the overall inference ability. The old man asked to drive through the city (can you drive through the city? Then, she said that she was going to the hospice hospital (I was on my way to the hospital. In the next two hours, she finally finished watching the city in the car and recalled the scene of her youth. Finally, she came to the hospice hospital.
57.a examines the ability of simple reasoning. The taxi driver turned off the meter when he heard the old man say there were no relatives at home.
58.c examines the ability to infer understanding. The taxi driver didn't charge the old man any fees, and he was very kind, which made the old man feel very gratified. At the same time, the old man was kind-hearted and offered to pay the taxi driver, which also touched the taxi driver.
It can be seen from the first sentence of the second paragraph that people killed wild horses for food thousands of years ago.
60.d examine the ability to understand and explain methods. The second sentence of the fourth paragraph shows that there were not many kinds of horses before people began to domesticate them. The third sentence of this paragraph takes Shetland as an example to illustrate the point of the second sentence of this paragraph.
6 1.c examines the ability to understand details. As can be seen from the last sentence, using horses as a new and fast means of transportation is helpful to the spread of world culture.
62.d examines the ability to understand details. The first four paragraphs show that human beings domesticated wild horses, which made the variety of horses diverse, which is the influence of human society on horses; The last paragraph shows that horses, as a means of transportation, have accelerated the spread of human culture.
63. paragraph 2 of a says that all kinds of gifts are charged, so donations are money.
64.b examines the ability to understand the deep meaning. This letter explained to Hamilton some benefits and troubles brought by the gift fee, and asked him to understand, so it was inferred that he might not carry out this custom.
65.d examines the ability to understand deep meanings. This letter explained to Hamilton some benefits and troubles brought by the gift fee, and asked him to understand, so it was inferred that he might not carry out this custom. Finally, the article also shows that this is a charitable act to persuade Hamilton to continue this custom of spending money on gifts. It can be seen from the tone of the writer that this is a letter expressing dissatisfaction.
66.d examines the ability to infer details. It can be seen from the penultimate line of the second paragraph that their classmates write poems, articles and then read. It is at the end of the semester that they form appropriate social behaviors. At the same time, they stopped writing poems and articles.
67.a examines the ability to infer and understand extended meaning. It can be seen from the second sentence of the third paragraph that they hold the same view. They won't be happy if they don't explore the whole city of London. It can be seen from the last sentence of this paragraph that they have been walking in this city until the disappointment disappears and they leave separately.
68.c examines the ability to infer details. As can be seen from the fourth paragraph, they often correspond and have never met.
69.b examines the ability to infer details. As can be seen from the last paragraph, the author is his best friend when he is in the lowest mood. In those darkest moments, I would rather be my best friend. )
70.d examine the ability of generalization. The whole article expresses the process of the author's friends in different periods growing up and changing with him. It reflects the influence of friends on themselves and their lofty friendship.
7 1.c examines reasoning ability. As can be seen from the first paragraph, people are easily attracted by food products, so they don't think about the effects of food products on people's physical and mental health, so they spend money on those products. These products mislead people.
72. D. Investigate the inference ability. As can be seen from the second paragraph, people attach great importance to their weight and buy weight-loss products without thinking, just depending on whether there is a weight-loss label. This shows that they are eager to try those products.
73.a examines the ability to understand details. As can be seen from the third paragraph, every time we drink a drink labeled calorie-free, we are implying that we will not gain weight and lose weight easily. In addition, the last sentence of this paragraph (and think that life can be without resistance and struggle. ) also explains the meaning of the underlined part.
74.b examines the ability to understand details. It can be seen from the second sentence of the fourth paragraph that eating so-called healthy food is to prevent the human body from absorbing basic nutrition. In addition, it can be seen from the last sentence of this paragraph that weight-loss products have no nutrition (weight-loss products may have no nutrition, and chemicals in weight-loss products are potentially dangerous. )
75.b examines students' ability to analyze the structure of the article. This paper expounds the central point from the psychological harm of food products to people. 2) The harm of diet products to people's health. In order to illustrate the first point, the article uses two natural paragraphs, namely the second natural paragraph and the third natural paragraph (analysis and understanding are the key to correctly answer this question). So, the answer B is correct.
Part four: written expression
Section 1 Situational Composition
Test students' comprehensive ability to use language. This topic is easy, because it provides a more specific situation, and it is a common language situation for students. But pay attention to the comprehensive points of expression. The main points of writing this article basically include the following points:
Discussion on 1 1
2.2 mountain climbing
3.3 Pick up other people's (or own) garbage.
4.4 put in garbage
When expressing the main points of content, we should also pay attention to the use of rich and diverse expressions. Including lexical diversity, syntactic diversity and paragraph structure diversity. We should also pay attention to the combination of describing facts and arguments, not just describing facts and ignoring arguments. The above is the key to getting high marks in this question. Please refer to the following model essay:
Last Thursday, we held a class meeting to discuss where to go for a spring outing. We put forward several options, such as going boating, climbing mountains and going to amusement parks. Finally, we decided to climb the mountain.
, but also to the amusement park. Finally, we decided to climb the mountain.
The next day, we set off early in the morning. When climbing the mountain, we enjoyed warm sunshine and beautiful scenery. However, when we reached the top of the mountain, we were surprised to find rubbish everywhere, such as bottles and banana peels. Then we began to pick up the garbage. After that, we put the garbage into nearby recycling bins and non-recycling bins respectively.
We are tired, but happy.
Section 2 Open Writing
This topic examines students' stronger comprehensive language use ability. Only short hints are provided in the topic, which leaves a lot of room for students to play, which requires students to have a strong comprehensive quality. To answer this question well, we should pay attention to the following key points:
1) Students should have high English language ability. We should not only be able to express and describe facts, but also express abstract philosophy.
2) Students should have a certain depth of thinking. Can sum up profound truth from ordinary things and express it in language.
3) Students should have a certain breadth of thinking. Can think of many aspects from simple pictures.
4) The content of students' thinking should be very reasonable and conform to general logic.
5) The content of students' thinking should be healthy and uplifting, which can inspire readers.
Please refer to the following model essay:
I can see a pair of proud compasses and a diligent pencil from the picture. Compasses are big, drawing circles is handy, pencils are small, and drawing lines is laborious. I think the compass has reason to be proud because no one can do it better. At the same time, however, he should realize that pencils have their own advantages. Pencils can draw other shapes and even pictures better than compasses. So in my opinion, when we are confident in ourselves, we should recognize the advantages of others and show them due respect.