1选择题
The legend of Yu Gong Moving the Mountains teaches us to be ______. We should not give up easily.
- A. strict
- B. funny
- C. hard-working
- D. polite
答案：C
解析：本题将Unit 1描述人物性格的考点置于中国传统故事“愚公移山”的情境中，考查学生对性格形容词的理解与迁移运用。根据故事寓意“坚持不懈”，hard-working（勤奋的）最符合语境。strict（严格的）与funny（滑稽的）、polite（有礼貌的）均不符合故事核心精神。故选C。
2选择题
In the story of Mulan, she dressed up as a man and joined the army. She was very ______.
- A. shy
- B. brave
- C. quiet
- D. young
答案：B
解析：本题将Unit 1描述人物性格的考点与历史典故“花木兰”结合，考查学生在陌生情境中识别性格特质的能力。花木兰代父从军，体现了勇敢（brave）的品质。shy（害羞的）、quiet（安静的）、young（年轻的）均不能准确概括其核心品质。故选B。
3选择题
Confucius was a great teacher in ancient China. He often taught his students on Tuesdays and Fridays. What does the underlined word “Tuesdays” mean in Chinese?
答案：A
解析：本题将Unit 3星期词汇的考点置于“孔子教学”的历史文化情境中，考查核心词汇的识别与翻译。Tuesdays是Tuesday（星期二）的复数形式，表示“在每个星期二”。B选项Thursday（星期四）拼写相近，易混淆。故选A。
4选择题
During the Dragon Boat Festival, people eat zongzi and watch dragon boat races. They can ______ very well.
- A. swim
- B. cook
- C. row boats
- D. draw pictures
答案：C
解析：本题将Unit 4表达能力的考点与“端午节”传统习俗结合，考查知识迁移。根据语境“观看龙舟赛”，参与者的突出能力应是“划船”（row boats）。swim（游泳）、cook（烹饪）、draw pictures（画画）与龙舟赛的核心活动关联度较弱。故选C。
5填空题
Look at the picture of an ancient Chinese study room. Complete the sentences with "There is" or "There are".
1. ______ a brush pen (毛笔) on the desk.
2. ______ many books on the shelf.
答案：1. There is
2. There are
解析：本题将Unit 5 There be句型的考点置于“古代书房”的传统文化场景中，考查学生根据名词单复数选择正确be动词的能力。第1题，a brush pen是单数，用There is。第2题，many books是复数，用There are。易错点是忽略名词的单复数形式而用错be动词。
6填空题
Complete the dialogue about the Mid-Autumn Festival.
A: What can you do for the festival?
B: I can ______ mooncakes and ______ the moon.
答案：eat; watch
(注：动词顺序可互换，但需符合逻辑)
解析：本题将Unit 4 What can you do?的句型与“中秋节”习俗结合，考查学生根据文化常识用恰当动词填空的能力。中秋节的典型活动是“吃月饼”和“赏月”。动词需用原形，因为位于情态动词can之后。易错点是将watch写成look或see，或忽略了动词原形形式。
7解答题
Read about the great scientist Zhang Heng (张衡). He invented the seismograph (地动仪). He was clever and hard-working. He could also write poems.
Question: What was Zhang Heng like? What could he do? (请根据短文，用至少两句话回答)
答案：He was clever and hard-working. He could write poems. (He could also invent things. / He could invent the seismograph.)
解析：本题综合了Unit 1描述人物性格和Unit 4表达能力的考点，并置于历史人物张衡的情境中，考查学生从短文中提取信息并用正确句型组织答案的能力。答案需包含对性格（He was...）和能力（He could...）的描述。易错点是遗漏信息点或句子结构错误，如将“He was clever.”写成“He is clever.”（时态错误）。
8解答题
Imagine you are showing a foreign friend around your school on a special "Culture Day". Introduce your Monday schedule and one special ability you have for the event. (Write 3-4 sentences. 请以“My Culture Day Monday”为题，写3-4句话，介绍你星期一的课程和你为文化日准备的一项特殊能力。)
答案：示例：
It's Culture Day. I have Chinese, English and art on Mondays. I like art class. I can draw Chinese dragons for the festival. (答案不唯一，需包含星期课程和用can表达的能力)
解析：本题综合了Unit 3（星期与课程）和Unit 4（表达能力）的考点，并创设了“校园文化日”这一情境，考查学生综合运用语言进行描述和表达的能力。学生需正确使用句型如“I have... on Mondays.”和“I can...”。易错点包括：课程列举无逻辑；can后动词未用原形；句子之间缺乏连贯性，如直接写“Chinese, English and art on Mondays.”而缺少主语和谓语。