假如你是李晓华，住在江城。你的加拿大笔友Bob来信谈到了他所居住的城市，并希望了解你家乡江城的情况。请你用英语写一封回信。回信须包括下表中的内容。
|
自然情况 |
①位于长江边、风景优美、适合居住 |
|
成 ．就 |
②经济发展迅速 ③新建了不少工厂、住房、道路等。 |
|
存在问题 |
④水、空气污染 ⑤交通拥挤 |
|
对江城发展的看法 |
⑥(内容由考生自己拟定) |
注意：1．回信中不能使用“江城”以外的地名。
2．词数100左右。信的开头与结尾已为你写好，不计入词数。
参考词汇：经济economy n．
Dear Bob，
It's very kind of you to write me and let me know about your beautiful city. Now I’d like to tell you something about my hometown Jiangcheng．
按课文内容填空，一空一词（共15空，每空1分，满分15分）
1.报告显示：我们正在进步，但是我们必须作出更大的努力。
The report shows that we are making some________ but we need to make greater _______.
2.扩大后的欧盟有五亿多人口，是美国人口的两倍。
The European Union has a population of more than half a billion people, _______as ______as the population of the United States.
3.在美国，平均每年有800次龙卷风，造成大约80人死亡，1500 人受伤。
, there are 800 tornados in the US each year, about 80 deaths and 1500 injuries.
4.巴黎位于塞纳河畔，是法国的首都和最大城市。
Paris is the and largest city of France, the River Seine.
5.到它结束时，已有700多人受伤。
By the time it ended, more than 700 people .
用适当的词填空。（共10小题；每小题1分，满分10分）
|
occur inhabitant crowd measure strong reduce similarity poor fortunate disaster |
1.A fire broke out in the factory. ___________, one of the firefighters was killed.
2.The boy knows much about the and differences between pop music and classical music.
3.The government is making efforts to ________the traffic noises in order to let citizens have a quiet sleep.
4. have been taken to reduce pollution in developing countries.
5.He threw it forward with all his .
6.The buses are so during the rush hour.
7.The polluted air and water can explain the main reason why the ________here are getting ill one by one.
8.Our goal is to reduce the number of the families in in the village.
9.An unexpected storm when we were enjoying the pleasant voyage at the Yellow Sea.
10.One million five hundred thousand people died in natural _____ between 1980 and 2000
阅读下面的短文，并根据短文后的要求答题。(请将答案写在答题卡上相应番号后的横线上) （共5小题；每小题2分，满分10分）
When you take a taxi in the United States, if you sit in the front seat, the driver will be pleased and talk with you all the way. If you sit in the back seat, however, the driver may be unhappy and unwilling to speak.
At first, I thought that this had something to do with different characters (性格) of the drivers. Later, after I’d had more experiences with taxis, I found that it happened very often. Only when I arrived in San Francisco did I ____________.
I went to see Sonia in San Francisco. One day, Sonia drove the car while her husband, Ji An, sat beside her, and I sat behind Ji An. Later, Ji An got out of the car and suggested that I sit where he had been sitting. It’s not a long way, so I told him that it didn’t matter, but Ji An insisted. I had to move, feeling a little strange.
“Do you know why Ji An asked you to sit here?” Sonia asked me. I shook my head. “If you sit in the front, it means that you and I are friends. If you sit in the back, it seems that I’m just your driver and our relationship is of employer and employee.”
With those words, I understood at once why taxi drivers were so pleased when people sat in the front. On the face of it, the only issue was where one sat. As a matter of fact, where to sit also reflected (反映) the degree of one’s respect for the driver.
Although it is true that the relationship between driver and passenger is a business relationship, people still place an emphasis (强调) on respect and friendship beyond any monetary (金钱的) relationship.
1.What’s the best title for the passage? (Please answer within 10 words.)
____________________________________________
2.Which sentence in the passage can be replaced by the following one?
It seemed that the problem was no more than the seat.
____________________________________________
3.Please fill in the blank in the second paragraph with proper words or phrases to complete the sentence. (Please answer within 10 words)
____________________________________________
4.What’s the culture of taking a taxi in the United States? (Please answer within 30 words.)
____________________________________________
5.Translate the underlined sentence into Chinese.
____________________________________________
Students and Technology in the Classroom
I love my blackberry—it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer，as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices(设备) and truly communicate with others.
On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule —no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.
Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.
The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course material and the class discussion.
I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.
I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.
1.Some of the students in the history class were unhappy with____
A．the course material B．the author’s class regulations
C．discussion topics D．others’ misuse of technology
2.The underlined word “engage ”in para.4 probably means ____
A．explore B．accept C．change D．reject
3.According to the author, the use of technology in the classroom may ____
A．keep students from doing independent thinking
B．encourage students to have in-depth conversations
C．help students to better understand complex themes
D．affect students’ concentration on course evaluation
4.It can be inferred from the last paragraph that the author ____
A．is quite stubborn
B．will give up teaching history
C．values technology-free dialogues in his class
D．will change his teaching plan soon
Ann Whimey, a sophomore(大学二年级学生) at Colorado State University, first had a problem taking tests when she began college. "I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldn't think of the answer."
The young student was experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the great nervousness. though poor scores are often a result of poor study habits, sometimes test anxiety causes low scores. Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.
Special university counseling(咨询) courses try to help students. In these courses, counselors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the test shows their anxiety is high, the students can take courses to help them deal with their nervousness. These courses teach students how to relax their bodies. By controlling their nervousness, they can let their minds work at ease, learn information, then come out without difficulty in a test.
An expert at the University of California explains, "With almost all students, relaxation is felt after taking our program. Most of them have better control during their test. Almost all have some improvements. For some, the improvement is very great.
1.The title of the passage should be
A．Tests at college
B．Anxiety and Tests
C．How to Get Rid of Anxiety
D．Counseling Courses Help Students
2.According to this passage, we mainly find poor scores may result from
A．laziness B．sleeplessness
C．nervousness D．poor study habits
3.In order to get rid of test anxiety, students should
A．take tests to measure their anxiety
B．take counseling courses to help themselves
C．let their minds work at ease
D．learn to control their nervousness
4.According to the counselor at the University of California, the program is
A．successful
B．ineffective
C．of great help to all
D．worth showing off
