题目内容
20.假设你是李华,从互联网上得知一个国际中学生组织将在新加坡(Singapore)举办夏令营,欢迎各国学生参加.请写一封信申请参加.内容主要包括:
1.自我介绍(包括英语能力);
2.参加意图(介绍中国、了解其他国家);
3.希望获准.
注意:
1.词数100左右;
2.可以适当增加细节,以使行文连贯.
3.参考词汇:夏令营-summer camp
Dear Sir or Madam,
.
Regards,
Li Hu.
分析 本文是提纲作文,根据所提供的材料要点信息写一封电子邮件,申请加入一个国际中学生组织在新加坡举办的夏令营活动.要点包括:自我介绍;参加意图;希望获准.写作时以一般现在时为主.人称以第一人称为主.重要短语:speakfluent English (讲流利的英语),the summer camp (夏令营),beinterested in (对…感兴趣),take part in…(参加…),learn about sth(了解某事),be accepted as (被接纳作为…),look forward to sth(期望某事).
解答 Dear Sir or Madam,
I'm Li Hua,a middle school student from China.I've been learning English for 10 years,and I speak fluent English.(自我介绍---自己的英语能力)
I read the announcementof the summer camp that you have posted on the Internet and I am interested init.【高分句型】Iknow that you welcome students from different countries and I'd like to takepart in it.【高分句型】Whatis more,I'll be able to tell students from othercountries about China and learn about their countries as well.(参加意图)
I hope I will beaccepted as a member of your summer camp.(希望获准)
Looking forward to yourreply!
Regards,
Li Hua
点评 英语写作是一项主观性较强的测试题.它不仅考查学生的写作基础而且还考查学生在写作过程中综合运用语言的能力.在撰写时要注意主谓语一致,时态呼应,用词贴切等.要提高英语写作水平,需要两方面的训练:一是语言基础方面的训练,要有扎实的造句、翻译等基本功,即用词法、句法等知识造出正确无误的句子;二是写作知识和能力 方面的训练以掌握写作方面的基本方法和技巧.
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-______.It is classical literature,so take your time to enjoy it.( )
A. | Don't fly off the handle | |
B. | You got me there | |
C. | Nothing is impossible to a willing heart | |
D. | More haste,less speed |
A. | traditional | B. | independent | C. | fundamental | D. | worldwide |
Another(51)Cthat she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.
At colleges and universities in the US,e-mail has made professors more approachable(平易近人).But many say it has made them too accessible,(52)Aboundaries that traditionally kept students at a healthy distance.
These days,professors say,students seem to view them as available(53)Bthe clock,sending a steady stream of informal e-mails.
"The tone that they take in e-mails is pretty astounding(令人吃惊的),"said Michael Kessler,an assistant dean at Georgetown University."They'll(54)Cyou to help:‘I need to know this.'"
"There's a fine(55)Dbetween meeting their needs and at the same time maintaining a level of legitimacy(正统性)as an (56)Bwho is in charge."
Christopher Dede,a professor at the Harvard Graduate School of Education,said(57)Ashow that students no longer defer to(听从)their professors,perhaps because they realize that professors'(58)Bcould rapidly become outdated.
"The deference (听从)was driven by the (59)Cthat professors were all-knowing sources of deep knowledge,"Dede said,and that notion has(60)B.
For junior faculty members(全体教师),e-mails bring new tension into their work,some say,as they struggle with how to(61)C.Their job prospects,they realize,may rest in part on(依赖) student evaluations of their accessibility.
College students say e-mail makes(62)Deasier to ask questions and helps them learn.But they seem unaware that what they write in e-mails could have negative effects(63)Athem,said Alexandra Lahav,and associate professor of Law at the University of Connecticut.She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son.Professor Lahav did not respond.
"Such e-mails can have consequences,"she said."Students don't understand that (64)Dthey say in e-mail can make them seem unprofessional,and could result in a bad recommendation."
50.A.providing | B.offering | C.supplying | D.asking |
51.A.complained | B.argued | C.explained | D.believed |
52.A.removing | B.moving | C.putting | D.placing |
53.A.about | B.around | C.at | D.from |
54.A.control | B.shout | C.order | D.make |
55.A.requirement | B.contradiction | C.tension | D.balance |
56.A.teacher | B.instructor | C.lecturer | D.professor |
57.A.e-mails | B.passages | C.texts | D.books |
58.A.technology | B.expertise(专门识) | C.science | D.imagination |
59.A.tradition | B.sense | C.notion (观念) | D.meaning |
60.A.strengthened | B.weakened | C.reinforced | D.consolidated |
61.A.ask | B.question | C.respond | D.request |
62.A.him | B.her | C.you | D.it |
63.A.on | B.against | C.in | D.about |
64.A.this | B.which | C.that | D.what |