题目内容

第三部分书面表达(共两节，满分35分)

第一节短文改错(共10小题;每小题1分，满分10 分K2013 •辽宁)

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。错误涉及一个单词的增加、 删除或修改。

增加:在缺词处加一个漏词符号(∧) ，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:在错的词下画一横线，并在该词下面写出修 改后的词。

注意:1. 每处错误及修改均仅限一词；

2. 只允许修改10处，多者(从第11处起) 不 计分。

Mr Johnson is a hardworking teacher. Every day,he spends too much time with his work. With little sleep and hardly any break,so he works from morning till night. Hard work have made him very ill. “He has ruined his healthy. We are worried about him. ^That is which other teachers say. Yesterday afternoon,! paid visit to Mr Johnson. I was eager to see him,but outside her room I stopped. I had to calm myself down. Quietly I step into the room. I saw him lying in bed,looking at some of the picture we had taken together. I understood that he missed us just as many as we missed him.

短文改错

Mr Johnson is a hardworking teacher. Every day,he spends too much time with (on) his work. With little sleep and hardly any break,he works from morning till night. Hard work have (has) made him very ill. “He has ruined his healthy ( health) . We are worried about him. ” That is which (what) other teachers say. Yesterday afternoon,I paid (∧a) visit to Mr Johnson. I was eager to see him,but outside her (his) room I stopped. I had to calm myself down. Quietly I step (stepped) into the room. I saw him lying in bed,looking at some of the picture (pictures) we had taken together. I understood that he missed us just as many (much) as we missed him. 

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   “Is anyone coming?” Jade Blossom whispered.

   “How come you guys don't bunt(顶撞) ?”

   “It's only a rumor(传闻) ，” Abuji said as I cleared the table.

Dear Scope readers,

   Those are the first lines of three of my books. As you can see,I often use a line of dialogue to open a story. But here's an example of a first line that isn’t dialogue: Patrick and I became friends because of a vegetable.

   First lines are important. They draw the reader into the story and set the tone. My favorite first lines of books share a quality that I can sum up in one word: intriguing(引人入胜的) .

   Because first lines are so important,I often find them difficult to write. For one of my books,I tried out more than 30 first lines before I found the one that worked best!It was a lot of work,but it was worth it in the end.

   Scope has asked me to contribute a short story. I aid yes — but only if YOU write the first line for me!Send me your idea by November 15 ,2015. I'11 pick the one that I find most intriguing and write the rest of the story,which will appear in an issue this spring.

   I can't wait to see what you come up with!

                                           Good luck and have fun,

                                                 Linda Sue Park 

   WIN BIG!Send your idea for a great first line to Sdope s First-Line Contest. If Linda Sue Park picks YOUR entry to start her story,you will win $50. Plus,we'11 send your teacher a free subscription to Scope,and you and your classmates will each get a copy of Linda Sue Park's beautiful novel A Long Walk to Water.

33. The first three paragraphs .

   A. are examples of first lines

   B. were written by some students

   C. are the beginning of a short story

   D. were created by some great writers

34. Linda wants Scope readers to .

   A. read her new novel

   B. finish her short story

   C. help her with a short story

   D. learn to write short stories

35. What will the winner's teacher get?

   A. Fifty dollars.

   B. A free subscription to Scope.

   C. A copy of Linda's short story.

   D. The novel A Long Walk to Water.

14. -Jim,you quiet!Don’t you know it's time for class now?

—一Sorry,sir.

   A. being   B. will be   C. are   D. be

9. He seldom stays up late at night,necessary,to keep himself full of energy the next day.

   A. if   B. unless   C. until   D. while

第二节完形填空(共20小题;每小题1. 5分，满分30分) 

One day,a little boy went into a store. He found a wooden box and 16 it over to the telephone. He climbed onto it 17 he could make a phone call. The store owner feeling a little bit 18 , looked at the boy and listened to the 19 between the boy and another person.

The boy asked ,“Madam,do you 20 a boy to cut the grass in your garden?”

“I already have 21 to do that job ,” the woman answered.

22 , the boy went on to say that he would do the job and he could accept half the 23 of the person who worked in her garden now. The woman replied that she^was very satisfied with the person who was 24 the grass in her garden. The little boy 25 offering that he would even 26 her sidewalk and stairs,and 27 that she would have the 28 garden in this town. Again the woman refused the boy's 29 politely. Then the little boy hung up the phone with a (n) 30 on his face. When the little boy was about to leave,he was 31 by the store owner.

The store owner,who was moved by all this,said, “Son,I like your 32 and would like to 33 you a job.But the little boy 34 the store owner and told him that he was just 35 whether he did the job well or not. Actually,he was the one who was working for that lady he talked with on the phone.

16. A. turned   B. sent   C. handed   D. pulled

17. A. even though   B. ever since

   C. so that   D. as if

18. A. excited   B. worried   C. strange   D. afraid

19. A. information   B. introduction

   C. discussion   D. conversation

20. A. ask   B. need   C. help   D. order

21. A. someone   B. anyone   C. everyone   D. no one

22. A. Besides   B. Instead   C. However   D. Once

23. A. time   B. price   C. energy   D. work

24. A. cutting   B. growing   C. pressing   D. adding

25. A. continued   B. remembered

   C. enjoyed   D. minded

26. A. watch   B. sweep   C. repair   D. keep

27. A. promised   B. explained

   C. wished   D. thought

28. A. largest   B. nearest   C. prettiest   D. newest

29. A. kindness   B. command

   C. answer   D. request

30. A. anger   B. tear   C. idea   D. smile

31. A. invited   B. stopped   C. praised   D. trained

32. A. action   B. shape   C. voice   D. attitude

33. A. pay   B. advise   C. offer   D. support

34. A. followed   B. believed

   C. recognised   D. refused

35. A. checking   B. showing

   C. realising   D. telling

听第8段材料，回答第12至14题。

12. What are the speakers talking about?

   A. An interview. B. A meal. C. A job.

13. What time of the day is it now?

   A. Morning. B. Afternoon. C. Evening.

14. How is the man feeling?

   A. Tired. B. Nervous. C. Hopeless.

D 

Two friends have an argument that breaks up their friendship forever,even though neither one can remember how the whole thing got started. Such sad events happen over and over in high schcx) ls across the country. In fact,according to an official report on youth violence,uIn our country today,the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment,but the terrible reality of violence”. Given that this is the case,why aren'tstudents taught to manage conflict the way they are taught to solve math problems,drive cars,or stay physically fit?

First of all,students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult (侮辱) . For example,a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults,which in turn can lead to violence. The problem isn’t in the sandwich,but in the way students deal with the conflict.

Once students recognize that conflict is unavoidable,they can practice the golden rule of conflict resolution (解决 ) ： stay calm. Once the student feels calmer,he or she should choose words that will calm the other person down as well. Rude words,name-calling,and accusations only add fuel to the emotional fire. On the other hand,soft words spoken at a normal sound level can put out the fire before it explodes out of control.

After both sides have calmed down,they can use another key strategy (策略) for conflict resolution： listening. Listening allows the two sides to understand each other. One person should describe his or her side,and the other person should listen without interrupting. Afterward,the listener can ask non-threatening questions to clarify the speaker^ position. Then the two people should change roles.

Finally,students need to consider what they are hearing. This doesn’t mean trying to figure out what's wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example,a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these： How did this start? What do I really want? What am I afraid of? As the issue becomes clearer,the conflict often simply becomes smaller. Even if it doesn’t,careful thought helps both sides figure out a mutual solution.

There will always be conflict in schools,but that doesn’t mean there needs to be violence. After students in Atlanta started a conflict resolution program,according to Educators for Social Responsibility,<464 percent of the teachers reported less physical violence in the classroom; 75 percent of the teachers reported an increase in student cooperation;and 92 percent of the students felt better about themselves”. Learning to resolve conflicts can help students deal with friends,teachers,parents,bosses,and coworkers. In that way,conflict resolution is a basic life skill that should be taught in schools across the country.

56. This article is mainly about .

   A. the lives of school children

   B. the cause of arguments in schools

   C. how to analyze youth violence

   D. how to deal with school conflicts

57. From Paragraph 2 we can learn that .

   A. violence is more likely to occur at lunchtime

   B. a small conflict can lead to violence

   C. students tend to lose their temper easily

   D. the eating habit of a student is often the cause of a fight

58. Why do students need to ask themselves the questions stated in Paragraph 5 ?

   A. To find out who is to blame.

   B. To get ready to try new things.

   C. To make clear what the real issue is.

   D. To figure out how to stop the shouting match.

59. After the conflict resolution program was started in Atlanta,it was found that .

   A. there was a decrease in classroom violence

   B. there was less student cooperation in the classroom

   C. more teachers felt better about themselves in schools

   D. the teacher-student relationship greatly improved 

60. The writer's purpose for writing this article is to.

   A. complain about problems in school education

   B. teach students different strategies for school life

   C. advocate teaching conflict management in schools

   D. inform teachers of the latest studies on school violence

15. —Jack,you seem in high spirits!

— We won the match 4 ： 0.

   A. Guess what? B. So what?

   C. No wonder. D. No doubt.

12. We have been living a hard life. Therefore,we need to take steps to improve the situa tion of families in poverty.

   A. previous   B. academic

   C. gifted   D. positive

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