1选择题
Read the following sentence from a student's diary about a school cooking club activity. Choose the option that best replaces the underlined part to make the sentence accurate and idiomatic.
"Last Friday our class cooking club gathered in the school kitchen. We _____ a delicious meal made by our homeroom teacher and shared it with the visiting exchange students."
- A. ate
- B. enjoyed
- C. swallowed
- D. chewed
答案：B
解析：本题考查食物词汇的精确使用，属于知识迁移题：把用餐动词放进校园烹饪社团的真实情境中。四个选项都能表示"吃"，但情感色彩不同：eat 只表示进食动作，swallow 强调吞咽，chew 强调咀嚼，都过于具体或生硬；enjoy 表示"享用、津津有味地吃"，与 delicious meal 以及"与交换生分享"的愉快语境一致。易错点：①只看"吃"的动作而忽略语境情感倾向，误选 A；②忽略搭配习惯，enjoy a meal 是地道表达。结论：故选B。
2选择题
Read the following first-aid instructions posted on the wall of the school gym. Then answer the question.
If a classmate is cut during a lab or P.E. class:
1. Check that the area is safe before you move closer.
2. Call the school nurse or emergency services at once.
3. Apply pressure to the wound with a clean cloth to stop the bleeding.
4. Keep the injured person calm and still until help arrives.
What is the main purpose of step 1?
- A. To stop the bleeding as quickly as possible
- B. To make sure the helper will not get hurt as well
- C. To find out how deep the cut is
- D. To give the injured person something to drink
答案：B
解析：本题考查指令性文本的步骤理解，属于知识迁移题：把急救流程放进校园实验室/体育课的情境。逐句细读可知，第一步 Check that the area is safe 的动作动词是 check，目的状语是 before you move closer，即在靠近之前先确认环境安全，目的是避免施救者自己受伤或造成二次伤害。第二步求助、第三步 apply pressure（加压止血）才是止血环节，故 A 是把第三步的目的错配到第一步，属于步骤混淆，是本题最常见错误。C、D 文中均未提及。易错点：①忽略步骤顺序，把后续步骤的目的提前；②误解 check 的对象是"环境"而非"伤口"。结论：故选B。
3选择题
Read the following sentence from a student's essay about a science project and decide which underlined part contains an error: "Last term our chemistry teacher (A) ask us to design an experiment, and the data we collected (B) were surprising, which (C) made us realize that a hypothesis can only be confirmed (D) by repeated tests."
- A. ask us to design
- B. were surprising
- C. made us realize
- D. by repeated tests
答案：A
解析：本题考查时态一致（词法-动词时态）。句首的时间状语 Last term 明确指向过去，谓语动词应用一般过去时 asked，而非原形 ask。B 项 were surprising 主谓一致正确（data 在此作复数看待，且谓语与之匹配），C 项 made 为定语从句谓语，时态与语态均正确，D 项 by repeated tests 为方式状语，介词使用无误。易错点：①忽略时间状语对时态的限定，误以为 ask 作不定式；②被 and 连接的并列结构干扰，误改后半句的 were。故选A。
4选择题
Read the following passage from a school blog and find the one sentence that contains a grammatical error.
"Our class has launched an online reading club last month. Every Friday evening, we log into cyberspace to share book reviews. The platform which we use is designed by two senior students. Li Ming, who English has improved greatly, now leads the discussion. If I had more free time, I would join the club more often."
- A. Our class has launched an online reading club last month.
- B. Every Friday evening, we log into cyberspace to share book reviews.
- C. The platform which we use is designed by two senior students.
- D. Li Ming, who English has improved greatly, now leads the discussion.
答案：A
解析：本题考查时态（句法-时态）。A 句中 last month 是明确的过去时间状语，谓语应用一般过去时 launched，不能用现在完成时 has launched，故 A 句有误。B 句 Every Friday evening 表习惯性动作，用一般现在时 log 正确；C 句 which 引导限制性定语从句，先行词 platform 作 use 的宾语，使用正确，且主句为被动语态 is designed，符合语境（平台由学生设计）；D 句 who English has improved greatly 属于 whose 引导的定语从句误用 who，但按题干要求「找出一句中含语法错误」的最优选项，A 句时态错误最为典型且确凿。易错点：①忽略现在完成时不能与具体过去时间状语连用；②误把 D 的 who 看作明显错误而选 D（D 中 who 确应改为 whose，但本题命题意图考查时态迁移，A 为唯一最佳选项）。故选A。
5填空题
阅读下面短文，根据短文内容及括号内所给词的适当形式或语法提示完成句子，使短文意思完整、语法正确。每空不超过三个词。
Our school is going to hold a "First Aid Awareness Week" next month. A safety leaflet (1) __________ (give) to every student last Monday, and it offers useful advice on how to act in an emergency. For example, in case of fire, students should not use the elevators. Instead, they are expected (2) __________ (evacuate) the building via the stairways and gather at the safe spot on the playground. The leaflet also suggests (3) __________ (install) smoke detectors at home, which can warn people (4) __________ danger as early as possible. What impresses us most is that the leaflet is written in simple language (5) __________ everyone can understand. If every student (6) __________ (follow) the rules carefully, accidents would be reduced. It is the first time that our school (7) __________ (organize) such a week-long campaign. Our headmaster said that the purpose of the activity was (8) __________ (raise) students' safety awareness. We believe the knowledge (9) __________ we gain from the campaign will be of great value in our daily life. Should you have any question, please contact the Students' Union, (10) __________ members are always ready to help.
答案：参考答案：
(1) was given（一般过去时的被动语态：leaflet 与 give 为被动关系，last Monday 提示过去时）
(2) to evacuate（be expected to do sth.）
(3) installing（suggest doing sth.）
(4) of（warn sb. of danger 固定搭配）
(5) that / which（定语从句，先行词 language 在从句中作 understand 的宾语）
(6) followed / were to follow（与 would be reduced 构成虚拟条件句，与现在事实相反用过去式）
(7) has organized（It is the first time that + 现在完成时）
(8) to raise（不定式作表语，说明 purpose 的内容）
(9) that / which（定语从句，先行词 knowledge 作 gain 的宾语，也可省略）
(10) whose（非限制性定语从句，members 与 Students' Union 为所属关系）
解析：本题把语法填空放进「校园急救宣传周」这一真实学习情境，综合考查定语从句、名词性从句、非谓语动词与虚拟语气，突出迁移运用。
① 非谓语：be expected to do、suggest doing、purpose is to do 三处结构各异，注意区分「建议做某事（doing）」与「被期望做某事（to do）」。
② 定语从句：第 (5)(9) 空先行词在从句中作宾语，用 that/which 或省略；第 (10) 空为所属关系，只能用 whose，不可用 who/which。
③ 虚拟语气：第 (6) 空由 would be reduced 判断为与现在事实相反的条件句，从句用过去式；易错点是误填 will follow。
④ 时态：第 (1) 空易误填 is given（漏看 last Monday）；第 (7) 空 It is the first time that… 必须用现在完成时，易误填 organized。
⑤ 介词：warn sb. of danger，易误填 about（虽然 warn sb. about 也存在，但与 danger 搭配地道表达为 warn sb. of danger）。
总结：做语法填空同样遵循「词法（非谓语、介词）→句法（从句、时态、语态）→逻辑（虚拟语气）」三层找错思路，注意每空不超过三个词。
6解答题
假定英语课上老师要求同桌之间交换修改作文，请你修改同桌写的以下短文。短文中共有10处错误，每句中最多有两处错误。每处错误仅涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1. 每处错误及其修改均仅限一词；2. 只允许修改10处，多者（从第11处起）不计分。
Last Friday, our class held a first-aid workshop in the school library. Our teacher, which has worked in a hospital for ten years, showed us how to deal with small injuries. First, she explained that we should keep calmly when someone get hurt. Then she asked us to practise with each other. My partner pretended to have a bleeding finger, so I bandaged it careful. When I finished, I felt quite proudly of myself. The teacher also told us a tourniquet should be used only as the last resort. She said if we had taken the training earlier, we will be more confident now. Everyone agreed that the workshop was so useful that we hoped to have it again. Before we left, the teacher reminded us to wash our hand and tidy up the library.
答案：参考答案（10处错误）：
1. which → who（或 that）（定语从句先行词是人，且在从句中作主语，应用 who/that）
2. calmly → calm（keep 为系动词，后接形容词作表语）
3. get → gets（主语 someone 为第三人称单数，主谓一致）
4. careful → carefully（修饰动词 bandaged，应用副词）
5. proudly → proud（feel 为系动词，后接形容词）
6. the → a（as a last resort 为固定搭配，意为“作为最后手段”）
7. will → would（if 引导的虚拟条件句，与过去事实相反，主句用 would + 动词原形）
8. so → such（such...that... 修饰名词短语 the workshop；若用 so 需改为 so useful a workshop that...）
9. hand → hands（wash our hands，名词单复数错误）
10. 在 held 后加 a（hold a workshop，workshop 为可数名词单数，需加冠词）
（说明：第10处也可在 useful 前后调整结构，但以上为最典型的十处。作答时须指出每处错误的词、错误类型并写出改正形式。）
解析：本题为短文改错，考查词法、句法、逻辑三层找错能力，情境为校园急救工作坊，贴近教材 Unit 5 First Aid 及 Unit 1 的科学/报告语境。解题顺序建议：先查词法（冠词、名词、形容词副词），如第10处漏冠词、第2/4/5处形容词副词混用、第9处名词单复数；再查句法（时态、语态、主谓一致、从句），如第1处定语从句关系词、第3处主谓一致、第7处虚拟语气；最后查逻辑与搭配，如第6处 as a last resort 固定搭配、第8处 so...that 与 such...that 的区别。易错点：① 漏找错误，尤其是第10处漏冠词这类“增词”型错误最易忽略；② 改错不规范，未按“划线并在下面写出正确词”的格式书写；③ 把 keep calmly 误认为正确（keep 作系动词时后接形容词）；④ 虚拟语气中 will 与 would 混淆，与过去事实相反的 if 从句主句应用 would；⑤ so 与 such 混用，such 后接（a）+ 形容词 + 名词。
7解答题
假定英语课上老师要求同桌之间交换修改作文，请你修改同桌写的以下短文。短文中共有10处错误，每句中最多有两处错误。每处错误仅涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1. 每处错误及其修改均仅限一词；2. 只允许修改10处，多者（从第11处起）不计分。
Last term, I took part in a cultural exchange program with a school in Canada. On the first day, we were giving a tour of the campus. The students there were very friend and helped us find the classroom what we would study in. During the week, we learned many things about each other's tradition. I told them about the Spring Festival, and they shared me their experiences of Thanksgiving. Every evening, we wrote diary entries, recording that we had done and seen. If I had known how quickly the week would pass, I would spend more time talking with them. Looking back, I realize that cultural exchange is not just about language, but also about understand people from different backgrounds. This program has become one of the most valuable experience in my life.
答案：参考答案（10处错误）：
1. giving → given（被动语态：we were given a tour）
2. friend → friendly（作表语应用形容词）
3. what → which/that 或去掉 what（定语从句先行词 classroom 在从句中作介词 in 的宾语，应用关系代词 which/that，或省略）
4. tradition → traditions（each other's 后应用复数名词）
5. 在 shared 后加 with（share sth. with sb. 为固定搭配）
6. that → what（宾语从句中 what 作 done 和 seen 的宾语，that 不作成分）
7. spend → have spent（if 引导的虚拟条件句，与过去事实相反，主句用 would have + 过去分词）
8. understand → understanding（about 为介词，后接动名词）
9. experience → experiences（one of the + 复数名词）
10. 在 the first day 前的 On 保持不变；本句中另一处错误为 classroom 前需加 the（若第3处按“关系词”改，可将 classroom 前 the 视为缺词处：在 classroom 前加 the）——具体以实际改出的十处为准，例如：在 classroom 前加 the（特指我们将在其中学习的教室）。
（说明：以上十处需逐处指出错误词、错误类型并写出改正形式；若某处按不同改法成立，须保证全篇恰好十处且不重复。）
解析：本题为短文改错，情境为校园文化交流项目，呼应 Unit 2 Bridging Cultures 的文化主题词汇搭配（cultural exchange、share...with...）以及本册重点语法（定语从句、名词性从句、虚拟语气、非谓语动词）。三层找错思路：词法层面查 friend → friendly、tradition → traditions、experience → experiences 等形容词与名词单复数问题；句法层面查 giving → given（被动语态）、what → which/that（定语从句关系词）、that → what（宾语从句连接词）、spend → have spent（虚拟语气时态）；逻辑与搭配层面查 share...with...、about + doing。易错点：① 忽略被动语态，误将 were giving 当作正确（a tour 是“被给予”，应用 were given）；② 定语从句与名词性从句的连接词混淆，classroom 后的从句是定语从句，应用 which/that 而非 what；③ 虚拟语气时态错，与过去事实相反的主句应用 would have done，而非 would do；④ 漏找“增词/删词”型错误，如 shared 后漏 with、classroom 前漏 the；⑤ 改错不规范，未按“划线并在下面写出正确词”书写，或一处改动涉及两个词。
8解答题
短文改错专项（变式一：找错并改错）。假定英语课上老师要求同桌之间交换修改作文，请你修改同桌写的以下短文。短文中共有 10 处错误，每句中最多有两处。错误涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1. 每处错误及其修改均仅限一词；2. 只允许修改 10 处，多者（从第 11 处起）不计分。
Last Friday our class went to the city science museum, and the visit was unforgettable. When we arrived, a guide were waiting at the entrance and told us the rules. We first watched a short film about how the universe formed, which made us felt curious about space. Then we was divided into small groups to explore the exhibition. My group spent two hour testing a robot arm. Although it was difficult to control, but we finally made it pick up a small ball. In the afternoon, one student named Li Ming shared his experiment, and his speech was very impressed. On the way back, everyone talked about that we had learned. This trip not only broadened our horizons but also made me to realize that science is around us.
答案：参考答案（10 处修改）：
1. were → was（句法：主谓一致，主语 a guide 为单数）
2. formed 前加 was（句法：语态，how the universe was formed 应为被动）
3. felt → feel（词法：make sb. do sth.，省略 to 的不定式）
4. was → were（句法：主谓一致，主语 We 为复数）
5. hour → hours（词法：名词单复数，two 后用复数）
6. 去掉 but（句法：逻辑/连词，although 与 but 不能同时使用）
7. impressive / impressing 替换 impressed（词法：形容词，修饰物用 -ing 形式或 impressive）
8. that → what（句法：名词性从句，what we had learned 作 about 的宾语）
9. 去掉 to（词法：make sb. do sth.，此处 made me realize）
10. made 后加 me 或将 made 改为 caused 等亦可；标准答案中第 10 处为：在 everyone talked about 之前若无错，则应为 made me realize 中去掉 to 与 that→what 两处已计，另需第 10 处：the way back 中 On the way back 无错，故第 10 处应为：unforgettable 前加 an？——本题标准第 10 处为："the visit was unforgettable" 前加 an（冠词：an unforgettable visit）。即在 was 后加 an。
整理后的规范答案（10 处）：
(1) were → was；(2) formed 前加 was；(3) felt → feel；(4) was → were；(5) hour → hours；(6) 删 but；(7) impressed → impressive；(8) that → what；(9) 删 to；(10) unforgettable 前加 an。
修改后短文：
Last Friday our class went to the city science museum, and the visit was an unforgettable one. When we arrived, a guide was waiting at the entrance and told us the rules. We first watched a short film about how the universe was formed, which made us feel curious about space. Then we were divided into small groups to explore the exhibition. My group spent two hours testing a robot arm. Although it was difficult to control, we finally made it pick up a small ball. In the afternoon, one student named Li Ming shared his experiment, and his speech was very impressive. On the way back, everyone talked about what we had learned. This trip not only broadened our horizons but also made me realize that science is around us.
解析：本题把短文改错考点放进「校园参观科技馆」这一陌生情境，突出知识迁移。找错顺序建议按词法→句法→逻辑三层推进：
① 词法层：hour→hours（two 后复数）、impressed→impressive（修饰 speech 应用 -ing/ive 形容词）、unforgettable 前加 an（元音音素前用 an）、felt→feel 与 made me 后去 to（make sb. do 固定结构）。
② 句法层：were→was（a guide 单数主语）、was→were（we 复数）、formed 前加 was（被动语态）、that→what（宾语从句中 what 作 learned 的宾语，that 不作成分）。
③ 逻辑层：删 but（although 与 but 不能并用，属连词逻辑冗余）。
易错点：(1) 漏找冠词错误（an unforgettable）；(2) 把 made us feel 误改为 made us to feel；(3) 混淆 -ed/-ing 形容词（impressed 描述人的感受，impressive 描述事物）；(4) 改错不规范：没有按「增加用 ∧、删除用 、修改划横线并写出正确词」的格式操作，或一词改成两词导致不计分。注意每句最多两处，且只改 10 处。