【正文】 ving I’ll talk to Tom, just as Gee still does. Thank you, I’ll say, for teaching us what it means to be a 30 .11. A. lifting B. returning C. delivering D. fixing12. A. who B. what C. how D. why13. A. visited B. caught C. spotted D. followed14. A. in B. for C. to D. with15. A. gift B. chair C. garbage D. cake16. A. protect B. search C. walk D. greet17. A. only B. barely C. nearly D. surely18. A. handle B. change C. recycle D. open19. A. they B. we C. he D. she20. A. never B. always C. sometimes D. seldom21. A. wrapped B. connected C. attached D. exposed22. A. special B. hopeful C. powerful D. lucky23. A. contacted B. remembered C. known D. understood24. A. party B. trip C. meeting D. move25. A. also B. yet C. then D. therefore26. A. win B. lose C. fail D. save27. A. help B. treat C. charge D. call28. A. stronger B. happier C. safer D. firmer29. A. plan B. wait C. prepare D. talk30. A. husband B. friend C. couple D. neighbor 第二部分：閱讀理解（共兩節(jié)，40分）第一節(jié)（共15小題；每小題2分，共30分）閱讀下列短文，從每題所給的A、B、C、D四個(gè)選項(xiàng)中，選出最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。our homepagerapidly among teenagers. What are we doing wrong?Nassim Taleb invented the word “antifragile” and used itOutdoor play screen time and adultmonitored activities went up. Yet free play in which kids work out their own rules of engagement, take small risks, and learn to master small dangersToday’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. 46 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. 47 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 pare and contrast to put that event into context. 48 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. 49 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 bee 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. 50 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 (軼事) to draw the reader in.E. In particular, they39。他來(lái)信希望你介紹這方面的有關(guān)情況。注意：詞數(shù)不少于60。 4．拼寫(xiě)、標(biāo)點(diǎn)符號(hào)或書(shū)寫(xiě)影響內(nèi)容表達(dá)時(shí)，應(yīng)視其影響程度予以考慮。第二檔(9分~12分)基本完成了試題規(guī)定的任務(wù)。語(yǔ)法和用詞方面有一些錯(cuò)誤，但不影響理解。內(nèi)容不完整；三、One possible version:Dear Jim,I’m happy to hear that you’re interested in the extracurricular activities organized by our school. Now, I’d like to give you more details.A variety of activities have been organized, such as visiting Capital Museum, taking a field trip to Qufu, Shandong, home of Confucius, planting trees in Mangshan Park and learning to bake a cake in a pastry shop, just to name a few. The activities mentioned above are quite popular with students. My favorite kind of activity is field trips. I went to Qufu in Senior One and Hangzhou in Senior Two. Both trips deeply impressed me. The reasons why I like field trips are as follows. First, field trips offer me a good chance to broaden my horizons. As the Chinese saying goes: “It is better to travel ten thousand miles than to read ten thousand books.” Not only can I learn from locals and my own experiences, but also I can see with my own eyes our beautiful country and splendid culture. Second, field trips improve my research skills. Before we take field trips, we are always asked to prepare by searching online or in the library for useful information. Third, field trips help strengthen friendships. Since many of the field trips last several days, it is a good opportunity to bond with classmates better outside the classroom. I really hope that you can go on a field trip with us in the future.YoursLi Hua第二節(jié)（20分）一、評(píng)分原則：1．本題總分為20分，按5個(gè)檔次給分。英、美拼寫(xiě)及詞匯用法均可接受。覆蓋了所有內(nèi)容要點(diǎn)；完全達(dá)到了預(yù)期的寫(xiě)作目的。運(yùn)用的句式和詞匯能滿足任務(wù)要求；第三檔(12分~14分)基本完成了試題規(guī)定的任務(wù)。語(yǔ)法和用詞方面有一些錯(cuò)誤，但不影響理解。漏掉或未描述清楚主要內(nèi)容；第五檔(1分~5分)未完成試題規(guī)定的任務(wù)。語(yǔ)法或用詞方面錯(cuò)誤較多，嚴(yán)重影響了對(duì)所寫(xiě)內(nèi)容的理解