第二節(jié)：短文寫作（共1題，滿分25分）

假如你叫陳宇，你的英國筆友Mike在上次來信中談到了低碳生活這個話題。最近幾個月校倡導(dǎo)學(xué)生過低碳生活、過節(jié)約生活、做有責(zé)任感的公民，引導(dǎo)學(xué)生從出行、購物、用水、家電和餐具使用方面反省自己的生活方式。請你用英文給Mike回信。

回信要點(diǎn)如下：

1．你對低碳生活的理解

2．你校開展的活動

3．你最近生活方式的改變（至少選取三個方面）

注意：

1．詞數(shù)為100左右；

2．參考詞匯 低碳生活 – low – carbon life (style)

3．信的開頭和結(jié)尾已為你寫好（不計入你所寫詞數(shù)）

Dear Mike,

How are things going? In your last letter you talked about low carbon life. Now I’d like to share my understanding of it and my experience in the past few months.

______________________________________________________________________________________________________________________________________________________________

I’m really glad to communicate with you about this topic.

Yours

Chen Yu

 

第二節(jié)：短文寫作（共1題，滿分25分）

假如你叫陳宇，你的英國筆友Mike在上次來信中談到了低碳生活這個話題。最近幾個月校倡導(dǎo)學(xué)生過低碳生活、過節(jié)約生活、做有責(zé)任感的公民，引導(dǎo)學(xué)生從出行、購物、用水、家電和餐具使用方面反省自己的生活方式。請你用英文給Mike回信。

回信要點(diǎn)如下：

1．你對低碳生活的理解

2．你校開展的活動

3．你最近生活方式的改變（至少選取三個方面）

注意：

1．詞數(shù)為100左右；

2．參考詞匯  低碳生活 – low – carbon life (style)

3．信的開頭和結(jié)尾已為你寫好（不計入你所寫詞數(shù)）

Dear Mike,

How are things going? In your last letter you talked about low carbon life. Now I’d like to share my understanding of it and my experience in the past few months.

______________________________________________________________________________________________________________________________________________________________

I’m really glad to communicate with you about this topic.

Yours

Chen Yu

第二節(jié) 書面表達(dá)（滿分35分）
你校同學(xué)進(jìn)行了一場有關(guān)英語聽力測試的討論。討論的主題是：英語測試中的聽力部分該不該取消？請你根據(jù)下表中的提示寫一篇短文，介紹討論的情況。

注意：①文章的起始句已給出
②詞數(shù)：100左右（不包括已給出的起始句）
③參考詞匯：取消cancel；國際合作international cooperation
The students of our school had a discussion about whether listening test in the National Maltriculation English Test should be kept or canceled.
______________________________________________________________________________________________________________________________________________________

 

A few years ago I had an “aha!” moment regarding handwriting.

I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task. It occurred at first that I did not recognize the handwriting，and then I realized whose it must be. I finally became aware of the fact that I had been working with this colleague for at least a year，maybe two，and yet I did not recognize her handwriting at that point.

It was a very important event in the computerization of life—a sign that the informal. Friendly communication of people working together in an office had changed from notes in pen to instant messages and emails. There was a time when our workdays were filled with little letters，and we recognized one another's handwriting the way we knew voices or faces.

As a child visiting my father’s office，1 was pleased to recognize，in little notes on the desks of his staff，the same handwriting 1 would see at home in the notes he would leave on the fridge—except that those notes were signed “dad” instead of “RFW”.

All this has been on my mind because of the talk about The Rise and Fall of Handwriting，a book by Florey. Sire shows in her book a deep concern about the fall of handwriting and the failure of schools to teach children to write well，but many others argue that people in a digital age can’t be expected to learn to hold a pen.

I don’t buy it.

I don’t want to see anyone cut off from the expressive，personal associations that a pen still promotes better than a digital keyboard does. For many a biographer，part of really getting to know their subjects is learning to read their handwriting.

What some people advocate is teaching one of the many attractive handwritings based on the handwriting of 16^th-century Italy. That may sound impossibly grand—as if they want kids to learn to draw by copying classical paintings. However，they have worked in many school systems.

1.Why was the author surprised at not recognizing his colleague’s handwriting?

A. He had worked with his colleague long enough.

B. His colleague’s handwriting was SO beautiful.

C. His colleague’s handwriting was SO terrible.

D. He still had a 1ot of Work to do.

2.People working together in an office used to ____________.

A. talk more about handwriting

B. take more notes on workdays

C. know better one another's handwriting

D. communicate better with one another

3.The author’s father wrote notes in pen _________.

A. to both his family and his staff

B. to his family in small letters

C. to his family on the fridge

D. to his staff on the desk

4.According to the author，handwritten notes _______.

A. are harder to teach in schools

B. attract more attention

C. are used only between friends

D. carry more message

5.We can learn from the passage that the author __________.

A. thinks it impossible to teach handwriting

B. does not want to lose handwriting

C. puts the blame on the computer

D. does not agree with Florey

本文是一篇夾敘夾議的文章，通過一時辨認(rèn)不出一位老同事的字跡及其回顧，對在電腦沖擊下，書法受忽視感到惋惜，并認(rèn)為中小學(xué)應(yīng)當(dāng)加強(qiáng)書法教學(xué)。

 

It’s a nightmare for Huazhong University of Science and Technology （HUST）: within a week，two students committed suicide by jumping off dorm buildings．對于整個華中科技大學(xué)來說，這簡直就是場噩夢：一周之內(nèi)，兩名學(xué)生在宿舍跳樓自殺。
Officials from the university are reluctant to give interviews．校方官員們不愿接受采訪。
“We had a hard time calming down students who were shocked at the suicides,” said Zhang Jingyuan，one official of HUST．
“Media coverage may arouse some students’ negative emotions again．Suicide can be contagious,” Zhang said．他說，“媒體的報道將會再次引發(fā)學(xué)生的消極情緒，自殺是會傳染的。”
The university reacted promptly to the first suicide on October 23．對于今年10月23號發(fā)生的第一起自殺事件，華中科技大學(xué)迅速做出應(yīng)急措施。
Advisors and class leaders conducted dorm-to-dorm checks to find students suffering depression．Then psychologists offered one-on-one counseling to them．輔導(dǎo)員和班長們走訪了每個宿舍，找出遭遇抑郁的學(xué)生。然后，心理咨詢師會為這些學(xué)生提供一對一的心理咨詢。
Notice boards publicizing tips for identifying peers’ mental problems and offering help were set up in front of dorm buildings．Leaflets carrying similar information were handed out to each dorm．宿舍樓前豎起一些布告欄，為同學(xué)們普及關(guān)于如何發(fā)現(xiàn)身邊人遭遇心理問題并提供幫助的小貼士。印有類似內(nèi)容的小冊子也被分發(fā)給每個寢室。
However，the second suicide came seven days later．然而，七天后，第二起自殺事件發(fā)生了。
Both students were described as men of few words．Their schoolmates didn’t see anything to indicate suicide．據(jù)周圍人描述，這兩名學(xué)生都很少言寡語。他們的同學(xué)都沒有覺察到任何自殺前的征兆。
Zhang revealed that the two students had been bothered by mental disorders．But the school didn’t know this until the students’ close friends outside school and their parents unveiled the truth after the suicides．章勁元透露，這兩名學(xué)生曾經(jīng)飽受心理疾病的困擾。但是學(xué)校對此并不知情，他們校外的好友和家長也是在自殺事件發(fā)生后才說出實情。
According to Zhang，there are only three full-time counselors working in the university’s counseling center for its 60,000 students．He complained: “It’s unrealistic to rely only on counselors to detect students’ mental problems．”據(jù)章勁元說，全校共有六萬名學(xué)生，但學(xué)校的心理咨詢中心只有三位全職心理咨詢師。他抱怨說：“僅僅依靠心理咨詢師來察覺學(xué)生的心理問題，這是不現(xiàn)實的�！�
Effective prevention comes from long-term education for life instead of temporary intervention to meet an emergency，said Hu Yi’an．Hu delivers a course of lectures on life and death at Guangzhou University．He worries that universities have paid little attention to education for life．有效的預(yù)防來自于長期的生命教育，而并非遭遇緊急狀況時的臨時干預(yù)，胡毅安（音譯）說。他在廣州大學(xué)教授以生命和死亡為主題的課程。他為各大高校給予生命教育的關(guān)注少之又少而擔(dān)憂。
“Education for life helps students respect and love life so they won’t resort to ending their lives when they have difficulties,” said Hu．“生命教育可以幫助學(xué)生尊重、熱愛生命，這樣一來，當(dāng)他們遇到困難的時候就不會選擇結(jié)束生命了,” 胡毅安說。
According to Hu，the principles can be incorporated into everyday teaching．胡毅安還表示，這些觀念可以融入到日常教學(xué)中去。
Hu is also concerned that some universities are conveying discriminatory message that will hold back students from seeking help．胡老師也很擔(dān)心一些大學(xué)傳遞出帶有歧視性的信息會使得學(xué)生們不愿去尋求幫助。
When HUST conducted the dorm-to-dorm examination，students with poor academic performance were paid special attention．In March，Peking University also released a controversial policy，which required teachers to have a chat with students “with biased thinking”．當(dāng)華中科技大學(xué)校方挨個宿舍進(jìn)行走訪時，學(xué)習(xí)成績較差的學(xué)生也被給予了特別關(guān)照。三月份，北京大學(xué)也推行了一項備受爭議的政策，該新規(guī)要求教師們要找那些學(xué)生中的“激進(jìn)分子”談話。
However，Hu suggested that students step out of their comfort zone to seek real-life communication．
【小題1】The underlined word “reluctant” in paragraph 2 probably means “       ”．

A．willing

B．unhappy

C．refused

D．decided

【小題2】Which measure the university took to the first suicide is incorrect?

A．Conducting checks to find out the students’ depression．

B．Offering counseling to the students．

C．Setting up notice boards publicizing tips for identifying peers’ mental problems and offering help．

D．Handing out leaflets to each student．

【小題3】Which of the following is right according to the text?

A．Officials of HUST were willing to give the details about the suicide．

B．HUST didn’t respond to the first suicide．

C．What the university about the suicide was a success．

D．Their close friends and parents did know the students had mental disorder．

【小題4】What’s the main idea of the passage?

A．Two students of HUST committed suicide．

B．What can we do to prevent the student’s suicide?

C．The reasons why the students committed suicide．

D．The dangers in the universities in China．