（共25分）
你班最近就“中学生课余时间上网的利弊”召开一次主题班会，同学们各抒己见，畅所欲言。作为班长，请你根据下列信息，作总结性发言。
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大多数同学 |
少数同学 |
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1.时间是自己的，提倡多上网。 |
1.上网可以，但必须限时 |
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2.网络使我们交流方便，获得国内外新知识及最新信息。 |
2.多数人上网是玩游戏而不是学习。 |
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3.因特网丰富了学生的业余生活。 |
3.个别同学为了上网甚至逃学多天。 |
注意： 1．发言的开头和结尾已给出。 2．词数：100左右。
Attention, please, I’m going to give you a summary of today’s discussion
about whether we should go online in our spare time．
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Thank you．
短文改错（共10题；每小题1分，满分10分）
After supper Li Hua came and asked me go 1.
and see a film with him. In our way to 2.
the cinema we saw the little girl sitting by 3.
the roadside cry. We bought her a cake to 4.
stop her crying. But when we asked where she 5.
had lived , she said she did not know . So 6.
when we took her to the police station and 7.
asked the police to take care for her . After 8.
this we went to the cinema, But when we 9.
got there the movie was near at its end. 10.
Though we missed the movie , we did a good deed.
We felt very happy.
Testing has taken the place of teaching in most public schools. Pretests, drills, tests, and retests. They know that the best way to read a textbook is to look at the questions at the end of the chapter and then read the text quickly for the answers. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to say proudly and openly that they teach to the test.
Teaching to the test is a curious phenomenon（现象）. Instead of deciding what skills students ought to learn, helping students learn them, and then using some methods of assessment（评价） to discover whether students have mastered the skills, teachers are encouraged to teach the students in the opposite way. First one looks at a test. Then one chooses the skills needed not to master reading, but to do well in the test. Finally, the test skills are taught.
The ability to read or write might suggest the ability to do reasonably well on standardized tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparations for a test of a skill with the acquisition（习得）of that skill. Too many discussions of basic skills make this misunderstanding because people are tested rather than concerned with the nature and quality of what is taught.
Recently, many schools have faced what could be called the crisis of comprehension or, in simple words, the phenomenon of students with grammar skills still being unable to understand what they read. These students are quite good at test taking and filling in workbooks. However, they have little or no experience reading or thinking, and talking about what they read. They know the details but can’t see or understand the whole. They are taught to be so concerned with grades that they have no time to think about meaning, and reread things if necessary.
1. The author mentions Erica’s performance in her study in order to show_________.
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A．her cleverness in test taking |
B．the good way to take tests |
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C．the improper way of teaching |
D．the best way to read textbooks |
2.Which of the following is TRUE according to the passage?
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A．The teachers are curious about teaching to the test. |
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B．Skills in general are not only useless but often mislead students. |
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C．Ability to read and write has nothing to do with ability to do well in tests. |
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D．Preparations for a test of a skill do not mean the acquisition of that skill. |
3. In the author’s opinion, __________.
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A．some good methods of assessment should take the place of tests |
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B．more attention should be paid to the nature and quality of what is taught |
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C．students should not be concerned with grades but do more reading and thinking |
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D．students needn’t learn grammar skills because they are useless for understanding |
4.By “crisis of comprehension” (in Paragraph 4) the author means many students ______.
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A．are too much concerned with grades |
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B．fail to understand the real goal of education |
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C．lack proper practice in grammar drills |
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D．do well on tests but can’t understand what they read |
Most, if not all, Chinese have become richer thanks to 28 years of reform and opening up. But are we any happier?
Various surveys attempt to answer this question. Though experts have presented varying percentages based on different standards, their answers tend to find we are generally happier, and the number of optimists rises each year. The Chinese Academy of Social Sciences’ 2006 Blue Book on social progress says 70 per cent of rural and urban citizens surveyed in 2005 reported a feeling of happiness and were optimistic about their futures.
But each survey shows a worrisome fact that 10 per cent, at the lowest, of citizens were not content with their lives or not hopeful about the future. We cannot be content with the fact that at least 130 million of our countrymen are not happy.
Although a sense of happiness remains a luxury（奢望）for many of our countrymen because of poverty, we agree wealth is not the only factor of happiness. For most of us, except the extremely rich and naturally born optimists, there simply are too many variables (可变物) that may kill the feeling of happiness. These include, but are not limited to, rising housing prices, tight and instable job market, back-breaking schooling expenses and medical bills.
The most common one, however, is a low sense of security (安全). Some experts pointed that in the low-and-middle income group there was too much uncertainty regarding employment, income, housing, medical situations, and education. How can you feel happy when you always have to prepare yourself for the unexpected?
It may be beyond the government’s reach, not to mention duty, to guarantee (保证) higher income for every citizen. But it does have a burden to create an environment where all citizens can feel a reasonable level of security.
1.From the second paragraph we learn _____________________.
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A．70 % of Chinese people feel happy and optimistic about their future |
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B．the data and the conclusions of the surveys are the same |
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C．the surveys about the sense of happiness were carried out in 2006 |
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D．the purpose of the surveys is to find out the percentage of rich people |
2.The following factors of happiness are mentioned in the passage EXCEPT _________.
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A．security |
B．environment |
C．wealth |
D．employment |
3.The underlined word “countrymen” in Paragraph 3 refers to ___________.
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A．people from the countryside |
B．people from cities |
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C．people from all countries |
D．Chinese citizens |
4. According to the passage, the author tends to hold the view that _________.
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A．the wealthier we get, the happier we become |
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B．though we get wealthier, we do not feel happier |
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C．it is the government’s duty to raise every citizen’s income |
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D．the government should make sure all citizens feel a good level of security |
“Mom, can I bake some bread?” We were 15, my best friend, Hanna, and I, determined to try our hands at creating some beautiful bread.
“It’s not worth the trouble,” my mother said. “It takes lots of time and makes a big mess. Our bakery bread is delicious without all that effort.”
Begging was useless. Mom’s “no” meant “No!”
But several weeks later, opportunity knocked: My parents were going out for the evening. I immediately invited Hanna to be my partner in bread-baking crime.
We studied the recipe. That was easy. “Mix oil into flour then beat in four of the eggs, one at a time, with remaining sugar and salt.”
We were not good at breaking eggs. I tried to learn from my mother.
“Gradually add eight cups of flour. When dough (面团) holds together, squeeze it.”
We took turns working like that. “Is the dough ‘holding together’?” we asked each other.
I remembered my neighbor’s instructions: “If it’s too sticky, add some flour; if too dry, add water.”
We added water. Then more flour. Then more water. By then, the mass of our dough had grown very much.
“Place dough on floured surface and squeeze till smooth,” the recipe instructed.
We took turns burying our hands in the damp dough, pinching, squeezing, and feeling it leak between fingers.
“Clean and oil bowl, then return dough to bowl. Cover and let dough rise in warm place for 1 hour.”
This was good news --- we’d have a break. On dirtied kitchen chairs, we dreamed about our beautiful bread. “See?” we would tell my mom. “Isn’t it worth the work?”
Hanna and I couldn’t help glancing at the rising process every few minutes. But nothing was happening.
“Maybe something will happen in the hot oven,” I said.
Unfortunately, when we removed the loaves from the oven, they were like hard stones.
Mom was right; it takes time and effort. It sometimes makes a mess. But still it feels good, somehow, to be part of that long, ongoing chain of bread bakers. Since that night, both Hanna and I have learned to do it right.
1.To the writer, what her mother said was __________.
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A．law |
B．rubbish |
C．advice |
D．warning |
2.Which of the following can best describe the children’s feelings while making their first bread?
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A．Confident; hopeful; disappointed. |
B．Curious; hopeful; disappointed. |
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C．Interested; excited; satisfied. |
D．Worried; satisfied; proud. |
3.Which of the following did the writer do without instructions?
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A．Placed dough on floured surface. |
B．Added eight cups of flour to eggs. |
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C．Returned dough to a cleaned bowl. |
D．Placed the dough into the hot oven. |
4.The passage mainly tells us ______________.
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A．the process of making bread |
B．the conflict between mother and daughter |
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C．the first experience of making bread |
D．the way of doing housework |
Mike had been delivering (送) newspaper for a week, but he was still not quite sure 36 he was going to like his first job. Today he was to 37 the month's money from his customers (顾客). At the first house, Mike walked past the Pierces' barking dog, 38 was tied up in the front yard. When he 39 the door he got up enough 40 to ring the bell. He told the man what he 41 . Mr Pierce didn't smile or say anything , but he handed Mike a bill. Mike 42 counted out the man's change.
43 the time he got to the 44 house, Mike felt a little more at ease. Mr Simon was repairing his 45 . He, too, gave Mike a 46 . but he smiled and talked 47 Mike gave him his 48 .
As Mike walked to the third house, he 49 a bit uneasy, Mr Swenson was just 50 home from the store, and he stopped 51 he saw Mike. Mr Swenson paid Mike the exact amount in change. They stood 52 in front of the house 53 . This wasn't 54 to be such a difficult job 55 , thought Mike as he continued on his way.
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