（1）语法填空
Started at the height of the economic boom and built by some 12,000 laborers, the world's tallest building opened on January 4, 2010 in Dubai. ___1___ $1.5-billion tower reaches up 828 meters, 200 storeys into the sky. It surpasses the next highest building, Taiwan's Taipei 101, ___2___ more than 300 meters.
Burj Dubai, whose opening ___3___(delay) twice since construction began in 2004, will mark another milestone for the deeply indebted emirate（酋长国）.
Dubai, one of seven members of the United Arab Emirates, gained a reputation for excess with the creation of man-made islands ___4___(shape) like palms and an indoor ski slope in the desert.
With investor confidence in Dubai ___5___(bad) frustrated by the emirate's announcement in November ___6___ it would seek a debt standstill for one of its largest enterprises, the Burj Dubai is seen ___7___ a positive start.
The project has been examined carefully by human rights groups, who have objected to its ___8___(treat) of laborers, as well as by environmentalists ___9___ said the tower would act as a power vacuum, increasing the city's already massive carbon footprint.
But despite the criticism, many say the tallest building, believed ___10___(cost) $1.5 billion to build, is an architectural miracles.
读写任务（共1题，满分25分）
阅读下面摘自China Daily的一则信息，然后按照要求写一篇150词左右的英语短文。
The Ministry of Education said on Monday that starting this spring, a system of recycling textbooks will be established in rural primary and secondary schools, which means some textbooks will be given to students by the schools free of charge at the start of a term and be returned at the end of the school term so that they can be used by other students.
The central government will set up a fund for the purchase of these textbooks, and the students will be required to keep the books in good order for their reuse by others.
It is a heartening move with two major benefits.
First, it will lighten the financial burden on government and families. Textbook costs account for 53 percent of all the fees primary school students must pay and about 65 percent of those facing middle school students.
Second, using secondhand books is environmentally friendly because of the resources such as trees and energy that are saved. According to industry figures, producing one ton of texbook paper requires 20 trees aged between 20 to 40 years, 100 tons of water, 1.2 tons of coal and other materials and churns out 300 tons of polluted water.
【写作内容】
你刚刚阅读了上面有关教育部新举措的报道，请就此写一篇短文向China Daily投稿：
先以约30词概括短文的报道要点；
然后以120词左右表达你的观点；
(1) 谈谈你对此措施的看法；
(2) 阐述你认为要顺利落实这项措施必须考虑的因素
【写作要求】
可以使用实例或其它论述方法支持你的论点，也可以参照阅读材料的内容，但不得直接引用原文中的句子；
文中不能出现真实姓名和学校的名称。
【评分标准】
概括准确、语言规范、内容合适、篇章连贯。
IV. 写作（共两节，满分为40分）
第一节基础写作（共1小题，满分15分）
【写作内容】
假如你是李华，你的美国网友Tom发来电子邮件，请你介绍你市2010年读书节（Shantou Book Fair）的有关情况。以下是该活动的相关信息。
|
开幕日期 |
2010年4月18日上午 |
|
举行地点 |
汕头市人民广场 |
|
参加人员 |
全市各行各业6000多人（包括大中小学生） |
|
主要活动 |
开幕式，向贫困山区学校赠书，参观图书联展等 |
|
你的感受 |
为人们提供好书、方便购书、满足人们增长知识的愿望 |
[写作内容]
请你根据上述信息，给Tom写一封电子邮件，信的开头和结尾已给出。提及的内容须包括以下方面：
1．“书香汕头”读书节的开幕时间，地点，参加人员；
2．“书香汕头”读书节的活动情况；
3．你的感受。
4．参考词汇：①开幕式：opening ceremony ②各行各业：all walks of life
Hi, Tom!
I’m very glad to tell you something about Shantou Book Fair.
_____________________________________________________________________________________________________________________________________________________________________
Looking forward to your reply again.
Yours truly,
Li Hua
第二节 信息匹配（共5小题；每小题2分，满分10分）
阅读下列图书馆的各个区域的相关信息，然后为每个人物选择相应的区域。请在答题卡上将对应题号的相应选项字母涂黑。 （如选E请涂AB，如选F请涂CD）
A．Bing Wing Carrels
Study desks with a lockable storage compartment are located on the third floor of the Bing Wing of Green Library. Graduate students and Visiting Scholars are given priority for carrel assignments. Undergraduate students, if assigned, may use a carrel for one quarter at a time.
B．The Velma Denning Room
The Velma Denning Room provides a focused environment for the data and software services offered by Social Science Data and Software (SSDS).SSDS provides access to an extensive collection of datasets from consortia, foreign governments, international organizations and U.S. agencies and offices on CD-ROM and diskette. Users can view, download, or transfer numeric data on CD-ROM and diskette from computer workstations.
C．Bender Room
The Albert M. Bender Room, with its wonderful views of the Quad and the hills beyond the campus, offers comfortable seating and a quiet atmosphere for study, leisure reading, and reflection. The Bender Room contains a collection of good books of current and classic interest in fiction and non-fiction. This collection has been made possible by a generous gift from the Stanford University Bookstore.
D．Lane Reading Room
The Lane Reading Room, houses the Humanities and Area Studies Resource Center. From the beginning, the room has served as a reading room, first for general purposes, and later for the study of rare books and manuscripts(手稿). Traditional study and reading space is now complemented by Internet access (available from all seating in the room) and computer workstations. The Lane Reading Room houses the Humanities Digital Information Service (formerly the Academic Text Service), which provides access to SUL/AIR's electronic library of humanities texts as well as to electronic indexes, publications, and the Internet.
E． Dissertation（专题论文） Rooms
Dissertation Rooms are available to currently registered doctoral students. Priority is given to those students in the Humanities and Social Sciences who use the Green Library collections. Because the rooms are in high demand, all rooms are double-assigned and are available only to students who are both currently registered and advanced to candidacy.
F．Jonsson Social Sciences Reading Room
The Jonsson Social Sciences Reading Room is designed to facilitate a range of social science learning and research activities. A social science reference collection of over 15,000 volumes as well as classic texts, new and notable publications, and current issues of core journals in the social sciences are available. The Jonsson Reading Room is also home to the Social Sciences Resource Center computer cluster.
请阅读以下人物信息, 并为这几个人选择他们今天要去的区域：
56. Lisa intends to go into studies on Humanities and Area Studies, and she is considering which specific question should be focused on. Rather than getting easy access to electronic texts, she would like to take a quick look at the new publications in the printed form first.
57. Ali is on a visit to the university. He has been invited to stay on campus for 2 weeks. At the library, he may need a place that can be locked up to keep his belongings.
58. Jack has finished his project on humanities. For several months he was seated in front of the computer screen writing his dissertation. Today he wants a change. A comfortable place with interesting novels, short stories, or even fairytales is most favorable.
59. Ann, with a Master’s degree in Social Sciences, is one of the currently registered doctoral students. Her supervisor has asked her to search for some information in the SUL/AIR's electronic library. This is an urgent task.
60. Nick is doing a research on the Middle East. He badly needs a wide range of datasets from the area. He also plans to store the data on CD-ROM so that he can use them later.
56. Lisa A. Bing Wing Carrels
57. Ali B. The Velma Denning Room
58. Jack C. Bender Room
59. Ann D. Lane Reading Room
60. Nick E. Dissertation Rooms
F. Jonsson Social Sciences Reading Room
We find that bright children are rarely held back by mixed-ability teaching. On the contrary, both their knowledge and experience are enriched. We feel that there are many disadvantages in streaming（把…按能力分班）pupils. It does not take into account the fact that children develop at different rates. It can have a bad effect on both the bright and the not-so-bright child. After all, it can be quite discouraging to be at the bottom of the top grade!
Besides, it is rather unreal to grade people just according to their intellectual (智力的) abilities. This is only one aspect of their total personality. We are concerned to develop the abilities of all our pupils to the full, not just their academic ability. We also value personal qualities and social skills, and we find that mixed-ability teaching contributes to all these aspects of learning.
In our classrooms, we work in various ways. The pupils often work in groups: this gives them the opportunity to learn to co-operate, to share, and to develop leadership skills. They also learn how to cope with personal problems as well as how to think, to make decisions, to analyze and evaluate, and to communicate effectively. The pupils learn from each other as well as from the teacher.
Sometimes the pupils work in pairs; sometimes they work on individual tasks and assignments, and they can do this at their own speed. They also have some library, and we teach them the skills they need in order to do this effectively. And expect our pupils to do their best, not their least, and we give them every encouragement to attain this goal.
1. Group work provides pupils with the opportunity_________.
A. to develop academic abilities B. to learn to teach.
C. to do some experiments D. to learn to be capable organizers.
2. By "held back" in the first paragraph the author means _________.
A. drawn to their studies B. prevented from advancing
C. made to remain in the same classes D. forced to study in the lower classes
3. In the passage the author's attitude towards " mixed-ability teaching" is ________.
A.questioning B. approving C. objective D. critical
4. The author's purpose of writing this passage is to _________.
A. offer advice on the proper use of the library
B. emphasize the importance of appropriate formal classroom teaching
C. argue for teaching bright and not -so-bright pupils in the same class
D. recommend pair work and group-work for classroom activities
5. The author argues that a teacher's chief concern should be the development of the student's _____.
A. total personality B. intellectual ability
C. learning ability and communicative skills D. personal qualities and social skills
Japan's post-World War II value system of diligence, cooperation, and hard work is changing. Recent surveys show that Japanese youth have become a "Me Generation" that rejects traditional values.
"Many Japanese, especially young people, abandoned the values of economic success and began searching for new sets of values to bring them happiness," writes sociologist Yasuhiro Yoshizaki in Comparative Civilizations Review. Japanese youth are placing more importance on the individual's pursuit of happiness and less on the values of work, family, and society. Japanese students seem to be losing patience with work, unlike their counterparts in the United States and Korea. In a recent survey of college students in the three countries, only 10% of the Japanese regarded work as a primary value, compared with 47% of their Korean counterparts and 27% of American students. A greater proportion of Japanese aged 18 to 24 also preferred easy jobs without heavy responsibility.
Concern for family values is waning among younger Japanese as they pursue an inner world of private satisfaction. Data collected by the Japanese government in 2005 shows that only 23% of Japanese youth are thinking about supporting their aged parents, in contrast to 63% of young Americans. It appears that many younger-generation Japanese are losing both respect for their parents and a sense of responsibility to the family. Author Yoshizaki attributes the change to Japanese parents' over-indulgence of their children, material affluence, and growing concern for private matters.
The shift toward individualism among Japanese is most pronounced among the very young. According to 2003 data from the Seimei Hoken Bunka Center of Japan, 75% of Japanese youth aged 16 to 19 can be labeled "self-centered", compared with 53% among those aged 25 to 29. To earn the self-centered label, the young people responded positively to such ideas as "I would like to make decisions without considering traditional values" and "I don't want to do anything I can't enjoy doing".
Diminishing social responsibility, according to Yoshizaki, is tied to the growing interest in pleasure and personal satisfaction. Yoshizaki concludes that the entire value system of Japanese youth is undergoing major transformation, but the younger generation has not yet found a new organized value system to replace the old.
1. What’s the meaning of the underlined word “waning” in paragraph 3?
A. becoming less B. increasing C. missing D. becoming popular
2. What is Yoshizaki’s attitude towards most Japanese parents’ way of parenting?
A. Supportive B. Negative C. Satisfied D. Worried
3. What might be one of the possible reasons of Japanese young people’s change?
A. World War II leaves such a heavy impact on them that they have lost the interest of work.
B. Most of them are the only child at home so they don’t need to work hard.
C. Japanese younger generation place too much emphasis on personal satisfaction and interest now.
D. Most of the younger generation lose the confidence in their own country so they don’t work hard.
4. Why do we say that Japanese youth have become a “Me Generation”?
a. Because they don’t regard a better education a pride.
b. Because a greater proportion of Japanese young people prefer easy jobs without heavy responsibility.
c. Because most of the teenagers become self-centered according to the 2003 survey.
d. Because only 10% of the Japanese young people regard work as a primary value.
A. a B. a, b C. b, d D. b, c, d
5. According to the survey, which country’s young people work harder?
A. Japanese B. Korean C. American D. Chinese
