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UNIT 2　單元仿真驗收性評價
(時間：100分鐘　滿分：120分)班級：________　姓名：________　得分：________　
第一部分：閱讀(共兩節(jié)，滿分50分)
第一節(jié)(共15小題；每小題2.5分，滿分37.5分)
閱讀下列短文，從每題所給的A、B、C、D四個選項中選出最佳選項。
A
In years past, many people would travel over New Year's Eve and immerse themselves in a different culture.Countries around the world celebrate the new year with unique customs and traditions carried out at the celebration.
Japan: Eat toshikoshi soba
Shiwasu is the end of the year period in Japan.To celebrate New Year's Eve, people eat “year crossing” soba, which can symbolize having a long and fortunate life along with a clean break from the year.However, when eaten at midnight, there's a certain cross of the old and the new year, thus you cannot “break off” all of last year's troubles properly but instead carry them over to the following year.
Russia: Burn, then drink your wishes
After a year of ruined dreams and canceled plans, set your sights on a fresh start with this Russian tradition.Before midnight, write down your wishes on a piece of paper, then light the paper on fire.Once it's stopped burning, spread the wish filled ashes into a glass of champagne and drink up shortly after the clock completes striking midnight.
Spain: Eat 12 grapes
Perhaps the easiest tradition to carry out is eating grapes for good luck.When the clock starts striking at midnight, eat one with each ringing sound.Better if you're wearing special New Year's Eve underwear while eating your grapes.A pair of red underwear can bring you a new year of love, while yellow may bring joy and fortune.
Greece: Hang some onions
If you've been cooking, maybe you have some onions around the house to spare for this tradition.In Greece, onions symbolize rebirth, so people hang them up on their doors on Dec.31 to encourage a year of growth.Keep the Greek traditions going by baking a special cake on New Year's Day.Hide a coin in the cake and share it with your loved ones — whoever finds the coin is said to have a year of good luck.
1．Where is the passage more likely to be taken from
A．A news report. B．A scientific essay.
C．A tourism brochure. D．A history book.
2．Which has the symbolic meaning of “Born again”？
A．Soda. B．Ashes.
C．Grapes. D．Onions.
3．In which country things are eaten while listening to the New Year's bells
A．Japan. B．Russia.
C．Spain. D．Greece.
B
Torbjorn Pedersen is a Danish traveler who recently finished a trip around the world.But this wasn't just any trip.
In 2013, Mr Pedersen read an article about someone who had visited all the countries of the world.It made him realize he could set a record by doing the same thing, but without flying.
He hoped that he could live on a budget of about $20 a day.He_had_originally_anticipated_it_would_take_four_years_to_reach_countries,_but_the_world_had_other_plans.
Though he did have to quit his job and leave his parents and girlfriend behind, the first part of his trip was pretty easy, but as he moved on to other parts of the world, things began to get hard.
To cross large bodies of water, Mr Pedersen took boats.Sometimes it was hard to find a boat.At other times, Mr Pedersen was on a boat for days, being tossed (搖擺顛簸) by strong waves during a storm.He traveled by taxi, bus, train, and even walking.With a limited budget, sometimes people invited him into their homes.At other times, he had to sleep outside.Mr Pedersen says he had many difficult experiences.He was once held at gunpoint and thought he might be killed.He also became severely ill with a serious disease.
But he also had many good experiences.Mr Pedersen says that one reason why he didn't give up was the help he got from people all over the world.On July 26, Mr Pedersen arrived back in Denmark after a 33 day boat ride.He was met by about 150 people, including friends and family members.
In the last 10 years, he's covered around 260,000 miles — roughly 10 times the distance around the Earth.Mr Pedersen says he's looking forward to some quiet time to think about his trip.After that, he plans to write a book and share what he learned in his travels around the world.
4．What inspired Torbjorn Pedersen to start the trip around the world
A．The dream of setting a world record.
B．The knowledge of a stranger's experience.
C．The desire to experience different cultures.
D．The encouragement of his parents and girlfriend.
5．How can we understand the underlined sentence in paragraph 3
A．He failed to carry out his plan.
B．He finished his trip smoothly as expected.
C．He spent more than four years travelling around the world.
D．He changed his plans over the course of the trip intentionally.
6．What's the main idea of the fifth paragraph
A．The help Mr Pedersen got from others.
B．The challenges Mr Pedersen met on the way.
C．The efforts Mr Pedersen made to achieve his goal.
D．The inconvenient transportation Mr Pedersen underwent.
7．Which of the following words can best describe Mr Pedersen
A．Courageous and determined.
B．Ambitious and helpful.
C．Sincere and independent.
D．Amusing and strong willed.
C
Words are powerful: they have the ability to lift up the lowest of the low or tear down the highest of the high.But a strong argument could be made that our body language is even more influential.The most effective communication occurs when the importance of body language in teaching is acknowledged.When these nonverbal signals are working together with our words, it creates communication synergy.
It has been suggested that two thirds of our communication is nonverbal.Positive body language in a classroom setting has the ability to motivate, inspire and engage.It can not only give you the confidence you need to teach but can also inform your students that you actually know what you're talking about.It can even make your students feel safe and confident enough to participate in the lessons more frequently.
Most leadership positions encourage body language that shows power and confidence.Signals include standing tall, gesturing only from the waist up, head straight and forward, and talking while pointing to others, which are obvious ways to exercise control.But when teaching, the nonverbal signals need to show a different type of leader.These signals convey warmth and understanding, reminding your students that you are approachable and there to help them grow.For example, fix your eyes on one student for about 15 30 seconds before changing to another student, which is one of the best ways to keep students' focus.Nod your head.Give the thumbs up! Show them they are on the right path and that they will be more confident in continuing down it.
The importance of body language can never be ignored.It's desirable that you should advocate using body language in teaching and pay attention to the use rule and using skills.You should use right, natural and clear body language.It's crucial that you create good classroom atmosphere, inspire students' imagination and grasp students' mood.
8．What can we learn from paragraph 1
A．Words are more powerful than body language in conveying meaning.
B．Nonverbal cues account for only a minor part of the communication.
C．Teachers should focus on their verbal expressions rather than their body language.
D．Combining body language and spoken communication enhances teaching effectiveness.
9．What does the body language used by most leadership positions mainly express
A．Warmth. B．Encouragement.
C．Understanding. D．Control.
10．What's the purpose of the last paragraph
A．To give suggestions. B．To make a description.
C．To explain a theory. D．To summarize a debate.
11．What is the text mainly talking about
A．The value of teacher student communication.
B．The effective ways of good communication.
C．The importance of teacher's body language.
D．The prospect of students' nonverbal learning.
D
One side effect of globalization and the related phenomenon of greatly increased mobility (流動性) is that the_traditional_definition_of_“foreigner”_has_passed_its_“best_before_date”．
Is a European who has lived in China longer than in his home country, becoming fluent in the language and knowing the culture well in the process, still a foreigner in China, or has he become more of a foreigner in his own hometown What about a Beijinger who had her schooling in Canada and then lived and worked there for another 20 years while raising a family who has no intention of returning to China？Does she think and act like a foreigner What do we mean by this label (標(biāo)簽)
When I grew up in the suburbs of Chicago, the faces I would see during a walk through a local shopping mall back in the 1960s and 1970s included almost none of Asian descent (血統(tǒng))．Today the local malls are full of Asian faces, and a glance at the ranks of top scoring students in local schools reveals lots of Asian surnames.
To some extent, this is no great surprise in the American context, because America is a land of immigrants, and a cultural melting pot. Apart from the native American Indians, Americans are (or were), in some way, all foreigners anyway.Absorbing a large number of immigrants is an established pattern in American history.
In most places, the traditional foreigners were people who didn't speak or read the local languages well and were unfamiliar with local customs and lifestyles. But, nowadays, a foreigner walking down the street may have better SAT scores than you, or a higher degree from a better university.
The traditional role models are getting mixed up, and it looks like this is just the beginning of a new chapter. Today, the whole thing has totally changed. It's not about where people are from or what color their skins are. It's about who they are, what values and skills they bring, and how they think.
12．What does the underlined part in paragraph 1 mean
A．The term “foreigner” should be redefined.
B．The term “foreigner” should no longer be used.
C．There are no more foreigners in the world today.
D．The term “foreigner” is not proper to define people.
13．What does the author tend to tell us by mentioning a European and a Beijinger
A．It's no longer proper to define foreigners according to their birthplaces.
B．The label of foreigners can never be removed.
C．Most foreigners can do well in learning languages.
D．It's impossible for a foreigner to get recognition abroad.
14．What can be inferred from the third paragraph
A．In 1960s and 1970s, Asians didn't shop in Chicago.
B．Today, more and more Asian travellers like to shop in Chicago.
C．There are more Asian people today than in the 1960s and 1970s in Chicago.
D．Most Asian students do well academically in the schools in Chicago.
15．What's the main idea of the passage
A．Globalization and mobility have caused more and more immigrants.
B．The standards of defining “foreigner” have thoroughly changed.
C．America is a cultural melting pot.
D．Immigration is a global social phenomenon.
第二節(jié)(共5小題；每小題2.5分，滿分12.5分)
閱讀下面短文，從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多余選項。
Culture shock refers to the anxiety and feelings (of surprise, uncertainty, confusion, etc.) people feel when they have to operate within a different and unknown cultural or social environment, such as a foreign country.
Generally speaking, we could say that there are four stages of culture shock. The first stage is called “the honeymoon”. In this stage, you are excited about living in a different place. __16__
The next stage is “the hostility (敵意) stage”. In this stage, you begin to notice not everything is as good as you originally thought it was. __17__ Moreover, people don't treat you like a guest anymore.
Then you come to the third stage called “recovery”. In this stage, you start to feel more positive. __18__ The whole situation starts to become more favorable and you begin to learn to adapt yourself to it.
The last stage of culture shock is called “adjustment”. In this stage, you have reached a point where you actually feel good. You have learned enough to understand the new culture. The things that originally (起初) made you feel uncomfortable or strange are now things that you understand. __19__
Not all individuals visiting another country will experience all these four stages. __20__ It also occurs within cultures as individuals move from place to place or from one setting to another (e.g., from high school to college)．
A．You feel that friends should help each other to deal with culture shock.
B．And you come to understand everything you don't understand.
C．In addition, culture shock is not limited to the overseas visitors.
D．You become tired of many things about the new culture.
E．Now you have adjusted to the new culture and you feel comfortable.
F．You begin to understand you need to travel a lot.
G．And everything seems to be wonderful and everybody seems to be so nice to you.
第二部分：語言運用(共兩節(jié)，滿分30分)
第一節(jié)(共15小題；每小題1分，滿分15分)
閱讀下面短文，從每題所給的A、B、C、D四個選項中選出可以填入空白處的最佳選項。
With more free time after completing her examinations, Rachel, a 16 year old student of the School of Science and Technology, Singapore, decided to bake for friends and family.She was surprised when they came back with a lot of positive __21__.
Then she read some __22__ stories of people who stepped forward to help others with whatever talents they had.And that __23__ her to use her baking skill to help the less fortunate.
Last year, she started making and selling the Bear Cookie and gave most of the __24__ to Global Village for Hope, which is a local non profit organization that has set up more than 100 community __25__ in villages in Thailand.These projects help to __26__ the less fortunate with money for food, better education and drinkable water.
So far, Rachel has __27__ almost $6,000 from her bake sales.
“It can be really __28__ at times but I find it all really worth it when my __29__ tell me that they really enjoy my cookies.To my surprise, many customers __30__ extra money on top of what they paid for the __31__.This was really heart warming as I never knew that I could use my cookies to __32__ someone's heart and inspire them to donate too，” Rachel said.“Growing up here, many young Singaporeans can __33__ a good education, something — that not every person can get.I __34__ believe that every child deserves a proper education.I feel that at 16, I should also do my best to give back to __35__. If I have the ability to help others, why not？”
21．A.changes B．comments
C．effects D．measures
22．A.interesting B．frightening
C．disappointing D．heartwarming
23．A.inspired B．persuaded
C．required D．forced
24．A.debts B．earnings
C．products D．salaries
25．A.experiments B．clubs
C．meetings D．projects
26．A.exchange B．a(chǎn)ttract
C．combine D．support
27．A.spent B．raised
C．wasted D．counted
28．A.confusing B．tiring
C．satisfying D．exciting
29．A.teachers B．employers
C．customers D．producers
30．A.gave out B．gave in
C．gave away D．gave up
31．A.education B．books
C．technology D．cookies
32．A.break B．touch
C．open D．steal
33．A.offer B．receive
C．complete D．guarantee
34．A.strongly B．hardly
C．excitedly D．easily
35．A.school B．family
C．society D．charity
第二節(jié)(共10小題；每小題1.5分，滿分15分)
閱讀下面短文，在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。
__36__ (get) young people to take part in activities to save their national heritage is a good way to introduce them to their country's history. __37__ they learn about where they come from, they will __38__ (hopeful) be proud to tell others about their country and culture.Of course, teachers must keep a balance between teaching the good and bad parts of a country's history. Learning only the good parts can lead __39__ narrow thinking. Learning the bad parts may help stop those kinds of things from __40__ (happen) again.
Students __41__ know their history and culture are more likely to make sure that their cultural heritage __42__ (preserve) well.Besides, teachers can motivate students by asking them to come up with __43__ (they) own ideas.One possible idea is for students to raise money to an __44__ (organise) or group which protects their country's cultural heritage.Teachers may also turn to their local museums or historical __45__ (society) for help in getting students more interested in this important field.
第三部分：寫作(共兩節(jié)，滿分40分)
第一節(jié)(滿分15分)
假定你是李華，來自英國的師生即將結(jié)束在你校為期兩周的訪問活動。請你寫一篇英文發(fā)言稿， 在歡送會上代表學(xué)生會發(fā)言。內(nèi)容包括：
1．活動回顧；　 2.活動意義。
注意：1.寫作詞數(shù)應(yīng)為80左右；
2．請按如下格式作答。
Dear teachers and fellow students，
As the representative of the Students' Union, I, Li Hua，
　
We look forward to welcoming you back to our school in the near future.
Thank you!
第二節(jié)(滿分25分)
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Hats in York
Whoosh! The cold wind roared through the trees and between buildings.Winter was on its way.Susan was warm in her house, thinking about an article she'd read at school.The article had been about kids who helped out their communities, and she thought it would be really cool to help her own town, York.
The only problem was that she wasn't sure how to help.What did her town need a kid to do In the article, the kids had grown food for people who needed food, but it was winter.She couldn't start a garden.Susan was still deep in thought when her mom said it was time to go grocery shopping.
As they drove along the road, Susan saw a family walking on the sidewalk, wearing only light jackets.How cold they must be, Susan thought.That gave her an idea! She could help her town, and she could collect winter coats, hats, and gloves for people in York who needed them.
She shared her idea with her mom, who thought it was a great idea.But how would they spread the word so that they could get a lot of winter clothing They decided to call the project “Hats in York”， and they wrote a letter explaining the idea that people could drop off their winter clothing in the park to those in need to the families.Her mom asked Susan to talk to her teacher, Mrs Monroe, because then Mrs Monroe could share her idea with her classmates at least.
注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；　2.請按如下格式作答。
Susan and Mrs Monroe met one day during lunch time.　
　
Three days after their field trip to the park, Susan and her mom were driving once again.　
　
UNIT 2　單元仿真驗收性評價
第一部分
第一節(jié)
語篇解讀：本文是一篇說明文。文章介紹了不同國家慶祝新年的獨特習(xí)俗和傳統(tǒng)。　　
1．選C　推理判斷題。根據(jù)第一段“In years past ...celebration.”和下文中對不同國家慶祝新年的獨特習(xí)俗和傳統(tǒng)的介紹可推知，本文更符合旅游手冊的特點，旨在為游客提供旅游目的地的文化、風(fēng)俗等信息。故選C項。
2．選D　細(xì)節(jié)理解題。根據(jù)Greece: Hang some onions部分中“In Greece ...year of growth.”可知，洋蔥象征著“重生”。故選D項。
3．選C　細(xì)節(jié)理解題。根據(jù)Spain: Eat 12 grapes部分中“Perhaps ...sound.”可知，在西班牙，人們一邊聽著新年的鐘聲一邊吃東西。故選C項。
語篇解讀：本文是一篇記敘文。文章主要講述了丹麥旅行者Torbjorn Pedersen花了四年多的時間完成了一次環(huán)球旅行。　　
4．選B　細(xì)節(jié)理解題。根據(jù)第二段“In 2013, Mr Pedersen ...flying.”可知，了解一個陌生人的經(jīng)歷激發(fā)了Torbjorn Pedersen開始環(huán)球旅行。故選B。
5．選C　句意理解題。根據(jù)第四段“Though he ...get hard.”可知，后文提到他前往世界其他地方遇到了困難，說明四年時間環(huán)游世界并不夠，他花了超過四年的時間來完成。故畫線句意思是“他花了四年多的時間環(huán)游世界”。故選C。
6．選B　段落大意題。根據(jù)第五段“To cross ...serious disease.”可知，第五段主要介紹了Pedersen在路上遇到的挑戰(zhàn)。故選B。
7．選A　推理判斷題。根據(jù)第五段“To cross large ...serious disease.”以及第六段“Mr Pedersen ...world.”可推知，Pedersen先生勇敢、堅定。故選A。
語篇解讀：本文是一篇說明文，主要介紹了教師在教學(xué)中使用肢體語言的重要性。　　
8．選D　推理判斷題。根據(jù)第一段“The most effective ...synergy.”可知，我們能從第一段中了解到肢體語言與口語交際相結(jié)合，能提高教學(xué)效果。故選D。
9．選D　細(xì)節(jié)理解題。根據(jù)第三段中“Most leadership ...control.”可知，大多數(shù)領(lǐng)導(dǎo)職位所運用的肢體語言主要表現(xiàn)為控制。故選D。
10．選A　推理判斷題。根據(jù)最后一段“The importance ...mood.”可推斷出，最后一段的目的是給出建議，建議教師在教學(xué)中使用肢體語言。故選A。
11．選C　主旨大意題。通讀全文，尤其是第一段中“The most ...acknowledged.”和最后 一段中“The importance of body language can never be ignored.”可知，文章主要介紹了教師在教學(xué)中使用肢體語言的重要性。故選C。
語篇解讀：本文是一篇議論文，主要論述了隨著全球化的發(fā)展和人口流動性的大幅增加，傳統(tǒng)意義上的“外國人”的概念已發(fā)生了根本性的變化，人們需要對此重新定義。　　
12．選A　句意理解題。分析第一段的內(nèi)容可知，畫線部分表示傳統(tǒng)意義上對于“外國人”的定義已經(jīng)“過期”。由此可知，如今對“外國人”的定義已發(fā)生了很大的變化，應(yīng)重新定義“外國人”一詞。故選A。
13．選A　推理判斷題。根據(jù)第一段的內(nèi)容及第二段中列舉的一個歐洲人和一個北京人的例子可推出，根據(jù)出生地來定義“外國人”已經(jīng)不合時宜了。故選A。
14．選C　推理判斷題。根據(jù)第三段的內(nèi)容可推出，當(dāng)今在芝加哥的亞洲人比20世紀(jì)60年代和70年代多。故選C。
15．選B　主旨大意題。本文主要敘述了隨著全球化的發(fā)展和全球人口流動性大幅增加，傳統(tǒng)的對“外國人”的定義已發(fā)生了巨大的變化，應(yīng)該重新定義。而且“foreigner”一詞貫穿全文。故選B。
第二節(jié)
16．選G　根據(jù)空前的“The first stage is called ‘the honeymoon’. In this stage, you are excited about living in a different place.”可知，G選項承接上文，每一件事情看起來都很精彩，每個人看起來都對你很好，故選G。
17．選D　根據(jù)空前的“In this stage, you begin to notice not everything is as good as you originally thought it was.”和空后的“Moreover, people don't treat you like a guest anymore.”可知，進入到第二個階段，你對周圍事物以及周圍的人對待你的態(tài)度大不如前，你對新文化中的很多事情都感到厭煩，故選D。
18．選B　根據(jù)空前的“In this stage, you start to feel more positive.”和空后的“The whole situation starts to become more favorable and you begin to learn to adapt yourself to it.”可知，在文化沖擊的“恢復(fù)期”，你開始變得適應(yīng)，你慢慢理解你不懂的每一件事情，故選B。
19．選E　根據(jù)本段的內(nèi)容可知，文化沖擊的最后一個階段是“調(diào)整期”，這個階段你已經(jīng)學(xué)了足夠多的知識來了解這種新的文化，所以空處總結(jié)之前的內(nèi)容，對于新文化的理解，你已經(jīng)了解的足夠多了，故選E。
20．選C　根據(jù)空后的“It also occurs within cultures as individuals move from place to place or from one setting to another (e.g., from high school to college)．”可知，文化沖擊不僅僅局限于海外的訪問者，故選C。
第二部分
第一節(jié)
語篇解讀：本文是一篇記敘文。文章主要講述了16歲的新加坡學(xué)生Rachel被人們的善舉所感動，用自己的烘焙技術(shù)來幫助那些不幸的人。去年，她開始制作和銷售小熊餅干，并將大部分收入捐給了慈善組織。
21．選B　上文“She was surprised when they came back with a lot of positive”提到她感到驚訝，說明她的餅干得到了積極的評價。故選B。
22．選D　根據(jù)后文“people who stepped forward to help others with whatever talents they had”可知，此處指人們幫助他人的感人故事。故選D。
23．選A　根據(jù)后文“her to use her baking skill to help the less fortunate”可知，這些善舉激發(fā)了她用自己的烘焙技術(shù)來幫助那些不幸的人。故選A。
24．選B　根據(jù)上文“she started making and selling the Bear Cookie”可知，此處指售賣餅干的收入。故選B。
25．選D　根據(jù)上文“Global Village for Hope, which is a local non profit organization that has set up more than 100 community”和下文“These projects help to”可知，希望地球村是一個當(dāng)?shù)氐姆菭I利組織，在泰國的村莊建立了100多個社區(qū)項目。故選D。
26．選D　根據(jù)后文“the less fortunate with money for food ...water”可知，項目通過為窮人提供食物、更好的教育和飲用水來支持他們。故選D。
27．選B　根據(jù)后文“almost D|S6,000 from her bake sales”可知，通過售賣餅干籌集到了很多錢。故選B。
28．選B　后文“at times but I find it all really worth it”中but表示轉(zhuǎn)折，說明這項工作有時候累人，但是很值得。故選B。
29．選C　根據(jù)后文“tell me that they really enjoy my cookies”可知，顧客喜歡吃她的餅干。故選C。
30．選C　根據(jù)后文“extra money on top of what they paid for the”可知，顧客贈送了額外的錢給她，故選C。
31．選D　根據(jù)上文“extra money on top of what they paid for the”可知，顧客除了付餅干的錢，還額外給了錢。故選D。
32．選B　根據(jù)后文“someone's heart and inspire them to donate too”以及上文顧客多給錢可知，她用餅干打動了別人，激勵他們也捐款。故選B。
33．選B　根據(jù)后文“a good education”可知，新加坡年輕人接受好的教育，應(yīng)用receive。故選B。
34．選A　根據(jù)后文“believe that every child deserves a proper education”以及她從事售賣餅干捐款可知，她堅信每個孩子都應(yīng)該受到適當(dāng)?shù)慕逃９蔬xA。
35．選C　根據(jù)后文“If I have the ability to help others, why not？”可知，幫助有困難的人屬于回饋社會的行為。故選C。
第二節(jié)
語篇解讀：本文是一篇說明文。文章主要介紹讓年輕學(xué)生學(xué)習(xí)了解自己國家的民族文化的重要性，并簡單介紹了教師在這一過程中具體可以怎么做的問題。
36．Getting　考查非謂語動詞。分析句子結(jié)構(gòu)可知，該句缺主語，故用Getting。
37．If/As/When　考查連接詞。根據(jù)句意及語境可知，此處可填入If(如果)引導(dǎo)條件狀語從句，或填入As/When(當(dāng)……的時候)引導(dǎo)時間狀語從句，故填I(lǐng)f/As/When。
38．hopefully　考查副詞。分析句子可知，此處應(yīng)用副詞修飾動詞be。故填hopefully。
39．to　考查介詞。此處為固定短語，lead to “導(dǎo)致”。故填to。
40．happening　考查非謂語動詞。根據(jù)固定短語stop sth.from doing ...可知，此處應(yīng)用動名詞作賓語，故填happening。
41．who/that　考查定語從句。分析句子結(jié)構(gòu)可知，空處引導(dǎo)限制性定語從句，修飾先行詞students，因而使用關(guān)系代詞who/that引導(dǎo)定語從句。
42．is preserved　考查時態(tài)和語態(tài)。由上下文可知，應(yīng)用一般現(xiàn)在時；主語their cultural heritage (他們的文化遺產(chǎn))得到保護，故用被動語態(tài)。
43．their　考查代詞。此處為固定搭配，one's own“某人自己的”。故填their。
44．organisation　考查名詞。空前為冠詞，冠詞后應(yīng)用名詞，故填organisation。
45．societies　考查名詞復(fù)數(shù)。分析語境，結(jié)合or之前museums的提示可知，這里不是單指一個歷史社團，故應(yīng)使用名詞復(fù)數(shù)形式。
第三部分
第一節(jié)(參考范文)
Dear teachers and fellow students，
As the representative of the Students' Union, I, Li Hua, would like to extend our warmest farewell to you as your two week visit to our school comes to an end.
Looking back on the past two weeks, we have witnessed a variety of activities filled with learning, laughter, and cultural exchange.Your presence has enriched our school life immensely, and we are truly grateful for the opportunity to learn from you.Not only has your visit strengthened the bond between our schools, but it has also opened up avenues for future collaborations and exchanges.
In conclusion, we would like to express our heartfelt gratitude to you for choosing our school as your host.
We look forward to welcoming you back to our school in the near future.
Thank you!
第二節(jié)(參考范文)
Susan and Mrs Monroe met one day during lunch time.Mrs Monroe was thrilled with the idea, and said she would make sure copies of the letter went home with all the students in the class! Susan burst into tears and held her arms tightly with excitement, “Great! We start right now！” They collected the winter clothing for a few weeks, then were able to take their field trip to two parks in the area to leave the clothes where families who needed them could get them.
Three days after their field trip to the park.Susan and her mom were driving once again.She saw the same family walking together that had given her the idea for Hats in York.This time, though, the family looked nice and warm in some new coats, hats, and gloves.Seeing this, her mom smiled to her, “Sweetie, you did a wonderful job！” Susan felt a warm glow in her heart, and was very glad she could help her community.

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