All the housewives who went to the new supermarket had one great ambition: to be the lucky customer who did not have to pay for her shopping.For this was what the notice just inside the entrance promised.It said: “ Remember, once a week, one of our customers gets free goods.This May Be Your Lucky Day!”
For several weeks, Mrs Edwards hoped, like many of her friends, to be the lucky customer.Unlike her friends, she never gave up hoping.The cupboards in kitchen were full of things which she did not need.Her husband tried to advise her against buying things but failed.She dreamed of the day when the manager of the supermarket would approach her and say:“ Madam, this is Your Lucky Day.Everything in your basket is free.”
One Friday morning, after she had finished her shopping and had taken it to her car, she found that she had forgotten to buy any tea. She dashed back to the supermarket, got the tea and went towards the cash-desk. As she did so, she saw the manager of the supermarket approach her. “Madam,” he said, holding out his hand, “I want to congratulate you!You're our lucky customer and everything you have in your basket is free!”
1.The housewives learnt about the free goods_________.
A.on TV. B.at the supermarket C.from the manager D.from the newspaper
2.Mrs. Edwards______.
A.is always very lucky B.had no friends C.hoped to get free shopping D.gets disappointed easily
3.Mrs. Edwards’s husband tried to ______.
A.make her unhappy B.cheer her up C.buy things with her D.stop her buying things
4.Mrs. Edwards went back to the supermarket quickly because she had to______.
A.buy another thing B.talk to the manager C.pay for her shopping D.find her shopping
假设你是红星中学高三学生李华，你的英国朋友Peter想了解中国近四十年发生的变化以及人们对中国未来发展的期待。请你给他回邮件，内容包括四十年来人们：
1. 居住环境的变化；
2. 出行方式的变化；
3. 对中国未来发展的期待。
注意:1.词数100左右; 2.可以适当增加细节，以使行文连贯。
Dear Peter,
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Lihua
假定英语课上老师要求同桌之间交换修改作文；请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处，每处错误涉及一个单词的增加、删除除或修改。
增加：在缺词处加一个漏字符号（A），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。
I used to be very addicted to computer games that I had little time to study and thus fall behind. My parents were extreme worried about me. It was what my English teacher said helped me out. She told me to have my own goal of life, otherwise your future would be hopeless. She said computer games were fun and they would not guarantee for me a bright future. Finally, I realized I must set up a goal and fight for them. At present, whenever I have an urge to playing computer games, I would think of my goal and regain my strength to study immediately.
阅读下面材料，在空白处填入1个适当的单词或括号内单词的正确形式。
Chinese high-speed railways are a very comfortable way to travel. They are clean, quiet and1.(efficiency). China 2. (lead) other developing countries and even some developed ones in this field since the first high-speed train came into use in 2008.
The stations are 3. (main) built outside the town center, but local transport has been lengthened 4. (connect) the high-speed network. The 5. (facility) on the train are new and the staff are well trained. Even the second class chairs provide plenty of space. The passages are wide and you can move easily, not 6. (disturb) anyone. You can use your mobile phone or work on your laptop, having access 7. the Internet. There is also a restaurant car, though the kinds of food 8. (be) limited. The toilets arc large, clean and user-friendly too. The train almost doesn’t rock. Even when the train brakes, you can hardly feel it shake.
What’s more, with a faster check-in, the high-speed trains are also 9. (little) affected by weather than planes. Seldom are 10.delayed or cancelled for weather condition. Therefore, they have become the first choice for many passengers.
As I stood at the base of the mountain range beside a remote African village, the male villagers all repeated the same question: Are you certain you want to climb the mountain?
It had______been climbed by local and foreign men, and local women, but a Western female, who had______ unaccompanied and wanted to climb the mountain, was quite _______
I explained that I'd been______for some time-in research and in physical strength-and showed them the______I had got from their government authorizing my climb.I stressed that Id be very______to keep their local traditions and hire one of their villagers as a guide, but it seemed to do little to reduce their_______
The male villagers told me that the"quick mud"I' d meet would swallow me.While they couldn’t remember anyone this bad actually______, they seemed convinced it was a real ______.The village women,however ,smiled at me, indicating their______for my climb.
The men______relaying stories of unpredictable danger.However, I was______ because my aunt's words kept ______in my ears-the greatest risk is not taking a risk, and we should always ______our dreams.
Eventually, the men agreed to a(n)______that seemed to put them at ease with my climb.Besides the local guide I'd hire, they also______ me to hire three men guards with guns, for protection.
As I started walking down the dirt path toward the mountain, I was______not only by my new mountain support team, but also by every village woman.While two women walked hand-in-hand with me, the others danced in circles around us as if in ______of a victory.
I knew I wasn’t the first Western female to make the climb.But with the women villagers______accompanying me, I felt a strong sense of ______.And I suspected they felt the same.
1.A.formally B.fortunately C.especially D.surely
2.A.achieved B.wandered C.arrive D.explored
3.A.rare B.typical C.disgusting D.ridiculous
4.A.consulting B.attempting C.preparing D.operating
5.A.reward B.invitation C.command D.permit
6.A.generous B.pleased C.curious D.regretful
7.A.concerns B.thrills C.surprises D.problems
8.A.belonged to B.appealed to C.led to D.happened to
9.A.bargain B.possibility C.promotion D.dilemma
10.A.fancy B.support C.reason D.disagreement
11.A.finished B.enjoyed C.continued D.suggested
12.A.determined B.annoyed C.delighted D.embarrassed
13.A.alarming B.ringing C.breaking D.exploding
14.A.observe B.realize C.strengthen D.follow
15.A.exchange B.connection C.explanation D.arrangement
16.A.warned B.refused C.advised D.reminded
17.A.joined B.expected C.frightened D.teased
18.A.celebration B.search C.possession D.defence
19.A.carefully B.boringly C.proudly D.patiently
20.A.relief B.accomplishment C.justice D.guilty
Today’s students are surrounded by information. The ability to figure out exactly why authors write—and not accept every opinion as fact—is a key skill. 1. The following strategies teach them how to figure out why authors really write.
Start with why. “Why did the author write this piece?” is the key question asked to identify author’s purpose. To help students expand their understanding of “why,” post various types of nonfiction (an advertisement, opinion article, news article, etc.) around your classroom and have students quickly identify a purpose for each. 2.
Talk about structure. Authors use different structures for different purposes. For example, one author may use time order to explain an event, while another author uses compare and contrast to put that event into context.
3.Often when authors write, they’re trying to get readers to feel a certain way. Perhaps the author of an article about whale conservation wants readers to feel sad about the difficult situation of whales. Or the author of a letter may want to make the recipient feel better about a situation. After students read a text, stop and ask: How do you feel? And how did the author get you to feel this way?
Connect it to students’ own writing. It doesn’t have to be said that writing and reading go hand in hand. 4. When students are asked to write about a topic that they think everyone should know about, to explain a procedure or to share a personal memory, they’ll become more conscious of how authors approach writing.
Observe how purpose changes within a text. Author’s purpose is often studied through the text as a whole, but authors have different reasons for writing within texts as well. 5. Then, they may launch into a list of facts that make the reader feel discouraged about the situation. And finally, they may conclude with an appeal. Take a short article and break it apart, identifying the different purposes so that students see how author’s purpose changes as they read.
A. Get to the heart.
B. Identify the topic.
C. The readers may get more advanced in their work with informational text.
D. For example, an author may include a funny anecdote (轶事) to draw the reader in.
E. In particular, they'll need to figure out author’s purpose and draw their own conclusions.
F. Expand students' awareness of why people write by having them write for different purposes.
G. Or keep a running Author's Purpose board with a list of the various reasons that authors write.
