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读写任务
阅读下面的短文，然后按照要求写一篇150词左右的英语短文。
No wonder English poses(构成)such a challenge to non-native speakers．This most global of languages has more words than any other, over 1 million according to the Global Language Monitor．Out of this number, the average American college student has mastered between 8,000-15,000．
Realizing that words are the building blocks of language, many Chinese students try hard to catch up．They make out long lists of words－often in alphabetical order－and simply memorize their definitions(释义)and Chinese meanings．
The bad news is that definition memorization does them little good when it comes to college entrance tests like the SATs．For these tests, a student needs to understand, not simply parrot words studied．
The good news is that there are better ways to build an academic English vocabulary．
Vocabulary learning system
The first thing to do is to develop an organized, but easy means of collecting and learning new words．We recommend a card system that includes the following information：
Word－Simple Definition in English－Phrase or Sentence－Related Words－Synonyms(同义词)and Antonyms(反义词)－with a Chinese translation on the reverse(背面)of the card．
The advantage of this system is that with a single card, a student can learn not just one word but a group of related words．
Keep your cards on a detachable(可分离的)metal ring, so you can carry them around and add to your collection daily．
[写作内容]
1．以约30词概括以上短文的主要内容：
2．然后以约120个词以“有什么记单词的好办法?”为主题写一篇短文，并包括如下要点：
1)举例说明你的英语老师教给你某种记忆单词的好方法；
2)说明好的记忆单词方法的重要性;
3)为应对高考你将如何加强单词记忆？
[写作要求]
1．你可以使用实例或其他论述方法支持你的论点，也可以参照阅读材料的内容，但不得直接引用阅读材料中的句子
2．作文中不能出现真实姓名和学校名称
完形填空（共20小题；每小题1.5分，满分30分）
阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。
Sometimes we need to remind ourselves that thankfulness is indeed a virtue.
—William Bennett
Thanksgiving Day was near. The first grade teacher gave her class a fun __36__ to draw a picture of something for which they were thankful.
Most of the class might be considered economically __37__, but still many would __38__ the holidays with turkeys and other traditional goodies of the season. These, the teacher thought, would be the __39__ of most of her students’ art. And they were.
__40__, Douglas made a different kind of picture. Douglas was a special kind of boy. He was the teacher’s true child of misery, __41__ and unhappy. As other children played at break, Douglas was likely to stand close by her side. One could only guess the pain Douglas felt __42__ those sad eyes.
Yes, his picture was different. When __43__ to draw a picture of something for which he was thankful, he drew a hand. Nothing else. Just a(n) __44__ hand.
His abstract image captured the __45__ of his classmates, whose hand could it be? One child guessed it was the hand of a farmer, because farmers __46__ turkeys. Another suggested a police officer, because the police protect and __47__ people. And so the discussion went ---- until the teacher __48__ forgot the young artist himself.
When the children had gone on to other tasks, she __49__ at Douglas’ desk, bent down, and asked him whose hand it was. The little boy looked away and __50__, “It’s yours, teacher.”
She __51__ the times she had taken his hand and walked with him here and there, __52__ she had other student. How often had she said, “Take your hand, Douglas, we’ll go outside.” Or, “Let me show you how to hold your pencil.” Or, “Let’s do this together.” Douglas was most thankful for his teacher’s hand.
Brushing __53__ a tear, she went on with her work.
The story speaks of __54__ thankfulness. It says something about teachers teaching and parents parenting and friends showing friendship, and how much it means to the Douglases of the world. They might not always say thanks, but they’ll remember the hand that __55__.
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