上海市徐汇区2012届高三第二次模拟英语试题.doc

1、高考资源网（ ），您身边的高考专家2011学年第二学期徐汇区高三年级英语学科学习能力诊断卷 （考试时间120分钟，满分150分） 2012.4第一卷I. Listening Comprehension Section ADirections: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversation and the

2、question will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard. 1. A. At a tailors.B. At a laundry. C. At a restaurant. D. At a supermarket.2.A. She is ta

3、lkative.B. She is sociable.C. She is confident. D. She is quiet.3.A. To the post office.B. To the market.C. To the dentists.D. To the bookstore.4.A. Having a holiday.B. Seeing another patient.C. Making an appointment.D. Working in his office.5.A. He is complaining to the sales manager.B. He is havin

4、g a job interview.C. He is starting his own company.D. He is looking for the sales manager.6.A. The house. B. The newspaper.C. The advertisement.D. A room of two beds.7.A. Open the window to take a breath.B. Go and ask the staff.C. Buy a ticket for herself.D. Look at the schedule carefully.8.A. The

5、man should not dream of being a star.B. The man didnt practice hard enough.C. The man should find a new partner.D. The man should not give up.9.A. An art museum.B. A beautiful park.C. A college campus.D. An architectural exhibition. 10.A. The man blamed the woman for being careless.B. The man misund

6、erstood the womans apology.C. The woman offered to pay for the mans coffee. D. The woman spilt coffee on the mans suit.Section BDirections: In Section B, you will hear two short passages, and you will be asked three questions on each of the passages. The passages will be read twice, but the question

7、s will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.Questions 11 through 13 are based on the following passage. 11.A. Waterloo station. B. The South of France.C. London.D. The

8、English Channel.12.A. He bought some newspapers. B. He ordered taxi to the city centre.C. He had some food for lunch. D. He enjoyed the scenery outside.13.A. Its fast but expensive.B. Its smooth and comfortable.C. Its cheap but inconvenient.D. Its exhausting and boring.Questions 14 through 16are bas

9、ed on the following passage. 14.A. Pick out couples by looking at their photos. B. Distinguish happily-married couples from unhappy ones. C. Discover the common experience of the couples. D. Find out the similarities between each couple.15. A. Happily-married couples are often richer than others. B.

10、 People who look alike are likely to get married. C. The influence between couples can be quite strong. D. All couples have been proved to grow alike.16. A. To tell how couples get along with each other. B. To show the life experience of husband and wife. C. To explain why couples gradually grow ali

11、ke. D. To describe the study on a number of married people.Section CDirections: In Section C, you will hear two longer conversations. The conversations will be read twice. After you hear each conversation, you are required to fill in the numbered blanks with the information you have heard. Write you

12、r answers on your answer sheet.Blanks 17 through 20 are based on the following conversation.Telephone MessageName: Angela Foreset. Age: _(17)_Working experience: She once worked as a _(18)_ in Geneva.Foreign languages: French and _(19)_Advice given: Write an application letter before the_(20)_.Compl

13、ete the form. Write ONE WORD for each answer.Blanks 21 through 24 are based on the following conversation.What is the woman doing recently?She is writing _(21)_.What problem occurred to both of them?They both _(22)_ while writing.What advice did Prof Wilson give to the woman?Just write everything th

14、at comes into head even if it doesnt _(23)_.Why is the woman going to the jewelry store?To take a look at the arrangement of the jewelry cases and where the _(24)_ are located.Complete the form. Write NO MORE THAN THREE WORDS for each answer.II. Grammar and VocabularySection ADirections: Beneath eac

15、h of the following sentences there are four choices marked A, B. C and D. Choose the one answer that best completes the sentence.25. It has been clearly stated that whoever can solve the problem first shall be entitled _ the great honour- “Talent of the School”. A. for B. to C. in D. on26. When she

16、saw the homeless cat enjoyed the food very much, the kind lady put a little _ on the plate.A. one B. much C. less D. more 27. - I dont know why Denise started crying when I mentioned the wedding.- It _ what you said about her brother. Or, perhaps she is just nervous. A. should have been B. couldnt h

17、ave been C. could have been D. must have been28. The businessman boasts to me that I cant find a _ jade bracelet(玉镯), because his shop deals in the best. A. good B. better C. best D. worse29. As we have mentioned previously, we will be dedicated to solving the problem within the current framework, r

18、ather than _ a new one. A. establishing B. establish C. to establish D. established30. John is not a man to count on, and it is very likely that the work _ by the time he arrives here. A. is finished B. has finished C. will finish D. will have been finished31. The possibility of a murder _, the poli

19、ce have set about looking for the clues to her suicide. A. to be excluded B. to exclude C. having excluded D. having been excluded 32. It is recommended that the exploration team take with them an extra set of equipment _ unexpected emergency occurs. A. in that B. so thatC. now that D. in case33. Ho

20、w we express our ideas sometimes means more than _ we mean to say.A. what B. whichC. that D. why34. We had better not bother our professor these days, for he is awfully busy preparing a report _ at an international conference next month. A. being delivered B. to be delivered C. to deliver D. deliver

21、ed 35. The Campaign of Occupying Wall Street is a reflection of the contradictions(矛盾) _ exist in the society of the US. A. on which B. that C. where D. whose36. Most probably it will be another 7 hours _ you can have next meal, so each of you must have your stomach full. A. since B. when C. after D

22、. before37. _ by greater demand of vegetables, farmers have built more green houses.A. Driven B. Being driven C. To drive D. Having driven38. Now that we have settled the question of feasibility（可行性）, lets proceed to the next one _ raise the fund from the bank. A. whether should we B. that we should

23、 C. whether we shouldD. that should we39. They wonder _ someone who wants to be a telecom engineer should study subjects such as history, literature, philosophy, etc. A. what B. that C. howD. why40. The “Warning” reads: “Under no circumstances _ be kept near fire!” A. the chemical should B. the chem

24、ical shouldnt C. should the chemical D. should the chemical not Section BDirections: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.A. occurred B. extended C. tragedy D. fined E. ignoreF. concerns G. suspe

25、nsion H. inevitably I. illegal J. must-haveThe launch of Apples iPhone 4s tempted thousands of buyers to its two outlets in Beijing on the cold winter night of Jan 12th. But the size of the crowds brought a sudden _(41)_ of sales of the iPhone 4s on the morning of Jan 13th and one store in Beijing d

26、idnt open at all, because the growing crowd of eager Apple followers created safety_(42)_. This is not the first time Apples marketing strategy(策略) has caused such trouble among the buying public, for similar trouble _(43)_ in January last year when the first release launch of the iPhone 4 was made.

27、 Apples clever marketing has made the companys products _(44)_lifestyle accessories(附件) for many, but this strategy will _(45)_ result in mass rushes and disturbances and if it continues with this marketing strategy, it is only a matter of time before one of its product launches ends in _(46)_. Inte

28、ntionally fuelling demand by limiting a product release to create a state of panic among consumers, who fear they may not get their hands on their objects of desire, is not only immoral but also_(47)_. Apple should take the lessons from the experience of Unilever(联合利华). The giant consumer goods comp

29、any was _(48)_ 2 million yuan in May 2011 by the Chinese government for repeatedly spreading rumors(谣言) of price rises. Apple has the ability to make it easier for consumers to order new products online or by telephone. Apple cannot afford to_(49)_the Chinese market, so it has no excuse for not chan

30、ging its strategy so as to avoid such incidents in the future. III. Reading Comprehension Section ADirections: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.Today, there are many ave

31、nues open to those who wish to continue their education. However, nearly all require some _(50)_ in ones career in order to attend school full time. Part-time education, that is, attending school at night or for one weekend a month, tends to drag the _(51)_ out over time and puts the completion of a

32、 degree program out of reach of many people. _(52)_, such programs require a fixed time commitment which can also impact _(53)_ on ones career and family time. Of the many _(54)_ to teaching and learning, however, perhaps the most flexible and accommodating is that called distance learning. Distance

33、 learning is an educational method, which allows the students the _(55)_ to study at his or her own pace to achieve the _(56)_ goals, which are so necessary in todays world. The time required to study may be set aside at the students convenience with due _(57)_ to all lifes other requirements. Besid

34、es, the student may _(58)_ in distance learning courses from virtually any place in the world, while continuing to pursue their chosen career. Tutorial assistance may be _(59)_through regular airmail, telephone, fax machine, teleconferencing and over the Internet. Good distance learning programs are

35、 characterized by the inclusion of a subject _(60)_ tool with every subject. This precludes（排除） the requirement for a student to travel away from home to take a test. Another characteristic of a good distance-learning program is the _(61)_ of the distance-learning course with the same subject materi

36、als as those students taking the course on the home campus. The resultant diploma or degree should also be the same whether distance learning or on-campus study is employed. In the final analysis, a good distance learning program has a place not only for the _(62)_ students but also the corporation

37、or business that wants to work in partnership with their employees for the educational benefit, professional development, and business growth of the organization. _(63)_ distance learning programs for their employees gives the business the advantage of retaining（保留） career-minded people while _(64)_

38、 to their personal and professional growth through education. 50. A. experienceB. breakC. interestD. change51. A. processB. progressC. propertyD. possibility52. A. SurprisinglyB. AdditionallyC. FortunatelyD. Traditionally53. A. appropriatelyB. reasonablyC. negativelyD. favorably54. A. complaintsB. a

39、ttitudesC. difficultiesD. approaches55. A. individualityB. responsibilityC. flexibility D. visibility56. A. professionalB. academicC. relevantD. separate57. A. desireB. abilityC. regardD. account58. A. enrollB. evolveC. encloseD. emerge59. A. adequateB. vacantC. availableD. reliable60. A. registrati

40、onB. participationC. investigationD. evaluation61. A. demonstrationB. equivalence C. combinationD. qualification62. A. distinguishedB. outstandingC. independentD. individual63. A. SponsoringB. RequiringC. IndicatingD. Protesting64. A. objectingB. respondingC. contributingD. addingSection BDirections

41、: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.(A)A Teachers LessonWhen Mrs.

42、Thompson stood in front of her 5th grade class on the very first day of school, she told the children a lie. Like most teachers, she looked at her students and said that she loved them all the same. But that was impossible, because there in the front row was a little boy named Teddy Stoddard. Mrs. T

43、hompson had watched Teddy the year before and noticed that he didnt play well with the other children, that his clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. It got to the point where Mrs. Thompson would actually take delight in marking his papers with a bro

44、ad red pen, making bold Xs and then putting a big F at the top of his papers. One day Mrs. Thompson was reviewing each childs past records and she put Teddys off until last. However, when she reviewed his file, she was in for a surprise. Teddys first grade teacher wrote, Teddy is a bright child with

45、 a ready laugh.he is a joy to be around. His second grade teacher wrote, Teddy is an excellent student, well liked by his classmates, but he is troubled because his mother has a serious illness and life at home must be a struggle. His third grade teacher wrote, His mothers death has been hard on him

46、. He tries to do his best but his father doesnt show much interest and his home life will soon affect him if some steps arent taken. Teddys fourth grade teacher wrote, Teddy is withdrawn and doesnt show much interest in school. By now, Mrs. Thompson realized the problem and she was ashamed of hersel

47、f. She felt even worse when her students brought her Christmas presents, wrapped in beautiful ribbons and bright paper, except for Teddys. His present was clumsily wrapped in the heavy, brown paper that he got from a grocery bag. Mrs. Thompson took pains to open it in the middle of the other present

48、s. Some of the children started to laugh when she found a rhinestone(人造钻石) necklace with some of the stones missing. But she stopped the childrens laughter when she said aloud how pretty the necklace was and put it on. Teddy Stoddard stayed after school that day just long enough to say, Mrs. Thompso

49、n, today you looked just like my Mom used to. After the children left she cried. From that very day, Mrs. Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become

50、 one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one her teachers pets. 65. When Mrs. Thompson started teaching her 5th grade class, she thought Teddy was _.A. bright and smartB. dirty and unpleasantC. quiet and shyD. sensiti

51、ve and pitiful66. What did Mrs. Thompson learn from Teddys past records from other teachers?A. Teddy had difficulty in learning.B. Teddy was not interested in school.C. Teddy changed for a reason.D. Teddy was born in a poor family.67. The underlined word “clumsily” is closest in meaning to_.A. grace

52、fullyB. carefullyC. especiallyD. awkwardly68. Which of the following can best explain the lesson Mrs. Thompson learned from Teddy?A. Warmth is the vital element for the growing plant and for the soul of the child.B. A life without love is like a sunless garden when the flowers are dead.C. It is the

53、art of the teacher to awaken joy in difficult situation.D. The best teachers are those who dont stop teaching when the bell rings.ExcerptINTRODUCTIONThe Freedom Writers Diary Teachers Guide takes students through a three-stage process that will maximize their understanding of The Freedom Writers Dia

54、ry while supporting the central message of tolerance. For best results, I suggest that you begin teaching the Engage Your Students activities first, following the order presentedwhich mirrors the timeline in The Freedom Writers Diary. The activities in Enlighten Your Students and Empower Your Studen

55、ts can then be taught according to what best suits your individual curricular needs and weekly schedules. There are no specific time allotments designated for the activities presented in this Teachers Guide. Teachers can implement activities in one class period or over multiple days.The Engage, Enli

56、ghten, and Empower ModelEngage Your Students: This section includes lesson plans and activities for you to share with your students before they begin reading The Freedom Writers Diary. The goal is to establish a collaborative and supportive academic environment that will draw your students into the

57、learning process, help them make connections between who they are as individuals and who they are as students, and encourage them to discover commonalities with their classmates.Enlighten Your Students: This section offers lesson plans and activities that help students delve into literary themes, to

58、pics, and concepts while reading The Freedom Writers Diary, and concludes with a unit on the film, Freedom Writers (2007). Due to its range of contents, Enlighten Your Students covers various categories for ease of use: writing, vocabulary, grammar, oral communication, culminating activities, and Fr

59、eedom Writers film activities. Students will practice different kinds of writing and public speaking, and become critical thinkers as they explore their own opinions, reasoning, and reactions within a “real world” context.Empower Your Students: This section encourages students to achieve positive ch

60、anges in themselves and in their communities by bringing the outside world into the classroom, and taking their classroom into the world. Nontraditional activities, such as inviting a guest speaker into class or taking a field trip, can expose students to new social and academic perspectives.The Tea

61、chers Guide promotes a holistic approach to language arts: We integrate reading, writing, vocabulary, and grammar with a variety of learning modalities, all focused on a common theme. Each lesson plan for the Engage, Enlighten, and Empower sections of the book contains five important educational ele

62、ments: implementing different learning modalities, the use of visual graphics, journal writing, adherence to academic standards, and authentic assessment. What follows are brief introductions to each of these elements.Learning ModalitiesMany of the Freedom Writers struggled with learning disabilitie

63、s (dyslexia) or behavioral challenges (Attention Deficit Disorder, Attention Deficit Hyperactivity Disorder). In addition, some were English Language Learners. As a new teacher, I desperately tried a variety of ways to engage my students and bring my activities to life.Little did I know that my wack

64、y idea of bringing in two sandwiches and some clumsy drawings of sandwich ingredients to teach about writing would prove successful. Later, I found out why this technique worked. Dr. Howard Gardner, a Harvard professor, advanced the theory of multiple intelligences to illustrate that all human being

65、s have a repertoire of skills for solving different problems; within these repertoires, however, individuals have different learning modalities. By bringing in sandwiches, sketches, and other elements to teach the writing process, I managed to activate my students linguistic, visual-spatial, bodily-

66、kinesthetic, and interpersonal learning modalities. (*)Following suit, your students will have opportunities to use different learning modalities as they move from activity to activity. Each lesson plan includes a list of materials that you will need, ranging from popular culture (music and movie cl

67、ips), to food items (peanuts and Froot Loops), to art supplies (crayons and poster boards). Be sure to check ahead of time what you will need for each activity. We also suggest that you have a television and DVD player, a CD player, and a computer.Visual GraphicsI found that traditional note taking

68、was often a significant challenge for the Freedom Writers. Allowing my students to process information and demonstrate their comprehension through visual techniques greatly enhanced the learning process. I am not artistic by any means, but I found that admitting my lack of talent seemed to bolster m

69、y students sense of artist confidence. Suddenly, my creative students were tempted to submit their own visual graphics.We have included student-drawn visual graphics with each activity in this guide, as well as explanations for how to use them. Your students may think these visual graphics are corny

70、, so play off their reaction and challenge them to do better! Your students can create their own visual graphics for an activity using a black marker and blank sheet of paper. Add their names along with a copyright symbol at the bottom of the original, photocopy,and distribute to the class. Have con

71、tributors come to class early and draw their images on the board so that you can use the new graphic while modeling the activity for the class.Journal WritingTo mirror the Freedom Writer experience, we recommend that you provide journals for your students prior to reading The Freedom Writers Diary.B

72、y keeping journals, students learn to value writing as a process. Journal writing is an avenue through which your students can respond to events in their personal lives and in their academic lives. Because all the students will keep journals at the same time, they bond as a community of writers, ref

73、lecting on their individual and shared experiences at school, at home, and in their neighborhoods.The license to write freely, without fear of criticism or judgment, is central to the success of student journals. The Freedom Writers method allows students to voice their own truths, however painful o

74、r awkward, in honest, unvarnished prose. Too often, I believe, writing is rewarded merely on the basis of standard spelling, punctuation, and usage. Teachers should also value vivid, forceful student writing that actually says something.Encouraging students to use their own voices unleashes their po

75、tential for powerful self-expression and deeply effective storytelling.The Teachers Guide also includes activities that require students to use different writing styles in different contexts for different audiences. As students learn to edit their own and each others prose for a specific purpose, th

76、ey develop skills essential to success in the classroom and beyond. Since many educators have used The Freedom Writers Diary as a launching pad to discuss specific themes and inspired journal writing in their classrooms, we have provided writing prompts for every diary entry in Appendix B.Academic S

77、tandardsThe Freedom Writers Diary can easily be taught as literature on its own. However, using this Teachers Guide will help you fulfill the requirements established by English Language Arts national standards. The current trend in education is for all curricula to be standards-based. As teachers,

78、we must abide by the standards that our state and districts have adopted to ensure that our students are meeting their achievement goals in each academic area. We have aligned each activity in this guide with the Language Arts standards formulated by the National Council of Teachers of English (NCTE

79、). Standards can be daunting, something imposed from the outside. However, the language of the NCTE standards does a good job of emphasizing the learner at the center of the academic process.I understand that most states have their own specific standards, but there are also many commonalities that y

80、ou will find reflected in the criteria listed in Appendix C. It is these common and interrelated themes that we address and that are specified in greater detail on the Web site for the National Council of Teachers of English: www.ncte.org.Authentic AssessmentStandardized tests are a reality of our e

81、ducational system. Regardless of how teachers may personally feel about the effectiveness of such testing programs, there is no way around them. But it does not follow that teaching to the test is the best way to educate our students, or even to help them achieve top scores. I believe that the best

82、teaching and the best learning happen when you teach to a student, not to a test.This Teachers Guide does not include quizzes, multiple-choice tests, or standardized essays. Instead, every activity is organized around the idea of authentic assessment. In authentic assessment, students are asked to d

83、emonstrate their language arts skills through meaningful and relevant tasks; teachers, meanwhile, monitor the strengths and needs of their students as they progress from activity to activity.The Teachers Guide employs multiple forms of authentic assessment: Visual graphics: The graphics associated w

84、ith each activity provide an immediate way of measuring the level of student engagement. Open-ended questions: Activities include open-ended language exercises that allow students to employ imagination, creativity, and critical thinking skills. Language arts assessment: A range of writing assignment

85、s, including interviews, letter writing, and a feature story, provide opportunities for evaluating student progress in reading and writing. Portfolios: We suggest that all assignments be collected in portfolios as a way of tracking students developmental progress and showcasing students work at the

86、end of the unit. Portfolios welcome multiple audiences, including the student, classmates, teachers, and even parents. (We recommend that students use a three-ring binder to organize their portfolio.) Self-evaluation: An integral component of authentic assessment is self-evaluation, giving students

87、an opportunity to review their academic progress.It is my firm belief that authentic assessment does not compete with, but rather enhances student performance on mandated tests. By honoring their reading, writing, and communication skills through meaningful activities in which they are fully engaged

88、, students develop critical thinking skills that serve them in testing environments and in the world at large. Now Its Your TurnWithin the engaging, enlightening, and empowering lesson plans in the Teachers Guide, you will find the key ingredients for cooking up success in your own classroom. We wan

89、t to emphasize that The Freedom Writers Diary and the accompanying Teachers Guide are not intended to serve as a substitute for your mandated curriculum, but rather as a means of enhancing that curriculum and encouraging your students to perform at the highest level. There is no one perfect model fo

90、r every classroom, so we look to you as independent educators to implement our lesson plans as you see fit.As a teacher, I was inspired by my students hearts, minds, and voices, which reverberate within the pages of The Freedom Writers Diary. In that spirit, I have tried to honor the hearts, minds,

91、and voices of your students as they read The Freedom Writers Diary and engage in the activities contained in this Teachers Guide.Mandated ReportingYou must make your students aware of the fact that teachers are “mandated reporters” and therefore obligated by law to report cases of child abuse or neg

92、lect when and if they become aware of such instances through their students communications (oral or written). This does not mean students are prohibited from such communications, only that they must be made aware of possible repercussions.*ENGAGE YOUR STUDENTSThe Engage Your Students lesson plans al

93、low students to forge new friendships, create a community, and establish the foundation for a nurturing and collaborative learning environment before they begin reading The Freedom Writers Diary. Most students, especially those in their teens, tend to be reluctant to share their anxieties and vulner

94、abilities. These activities challenge students to get out of their comfort zones and utilize all of their learning modalities. In doing so, a wealth of information about your students is revealed. This information will enable you to tap into your students experiences, sensibilities, and learning sty

95、les as a starting point for their explorations of literature and language. I highly recommend that you teach the lessons in the order presented: first you engage your students as individuals, then as partners with other students, next as collaborative groups, and finally as a cohesive community with

96、in the classroom. Visual Graphics: Each activity has an original visual graphic designed to promote student participation while enhancing the particular theme of the lesson. For best results, have students clear everything off their desks except for the visual graphic and other materials integral to

97、 the activity. While students write or draw on their graphics, you will have an opportunity to walk around the room and assess their level of engagement and understanding. Vocabulary: Each activity contains vocabulary words that were inspired by the specific activity. The words are brought together

98、at the end of the section in a culminating activity called Freedom Writer Bingo. These words will familiarize your students with concepts and terms useful for reading The Freedom Writers Diary. Journal Writing: After the inaugural What Makes Me Unique assignment, the journal writing prompts in this

99、section are listed under the Assessments that conclude each activity. Journals serve as a way for students to reflect and expand upon their increasing awareness of themselves and their classmates. At the same time, teachers can use the journals to evaluate how much understanding and insight their st

100、udents glean from each activity. Encourage your students to write in their journals every day about their experiences, thoughts, and feelings. This out-of-class “free writing” may yield some of your students best stories, which they can then revise for the Class Book, the culminating project for the

101、 Enlighten Your Students section. Primetime Live DVD: Although this activity is optional, I have learned that teachers who use this video with their students have found it to be an exceptional motivational tool. (To order this DVD, please visit www.freedomwritersfoundation.org or .)*LESSON PLAN FORM

102、ATThe lesson plans for the Engage Your Students section of the Teachers Guide are presented in a consistent format for ease of implementation. Each contains the following components: Objective: Describes the overall goal of the activity. Backstory from Room 203: Provides context, background, and ped

103、agogical reasoning behind the activity derived from my classroom. Ms. Gs Tips: Provides anecdotal advice from my personal experience. What Youll Need: List of required materials. Process: Step-by-step explanation of how to do each activity. Visual Graphic Instructions: Brief summary of how to use ou

104、r student-generated visual graphics. Vocabulary: Lists of words that we suggest embedding into each lesson. Assessment: Journaling topics that assess student comprehension. Taking It Further: Explores ideas that go beyond the activity for further understanding.Each lesson in the Engage Your Students

105、 section also has a sidebar that contains comments from The Freedom Writers Diary, the Freedom Writers themselves, and the Freedom Writer Teachers. Freedom Writer Feedback: Comments from the Freedom Writers recalling the impact these lessons had on them. Freedom Writers Diary Quotations: A passage f

106、rom the book illustrating the Freedom Writers experience. Teacher Talk: Comments from our Freedom Writer Teachers in the field who have implemented these lessons with their students. National Council of Teachers of English (NCTE) Standards: At the end of each lesson, you will find a list of the NCTE

107、 standards that are met by each activity. Excerpted from The Freedom Writers Diary Teachers Guide by Erin Gruwell and The Freedom Writers Foundation. Copyright 2007 by Erin Gruwell and The Freedom Writers Foundation. Excerpted by permission of Broadway, a division of Random House, Inc. All rights re

108、served. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.(B)To: The Shoe People From: John Trimbald jtconstructionTo Whom it May Concern,I have trusted the Shoe People to protect the feet of my employees for over ten years now. I recently purcha

109、sed a few pairs of boots from your company for my crew. Though my men were initially satisfied with the boots, the soles（鞋底） began to fall apart on them after just twelve weeks. This was extremely surprising considering they came with a six year warranty（担保）. The boots are unsafe to wear because my

110、men are pouring hot concrete. Please respond as soon as possible with instructions on how I can return the boots and receive a refund.Thank you,John Trimbald, Foreman, JT ConstructionTo: John Trimbald From: The Shoe People Dear Mr. Trimbald,Thank you for your e-mail concerning the poor quality of ou

111、r rubber soled black workboots. A representative will be by your office next week to pick up the damaged boots. We apologize for any inconvenience this has caused you and your crew. Along with five new pairs of workboots for your crew (we included one extra pair), we have enclosed a free years suppl

112、y of spray（喷雾）. In our retail stores, this spray is always recommended to buyers who work on heated floors. This should have been brought to your attention at the time of your initial order (received by telephone on October 12, 2007). Please excuse our oversight.To date we have had no complaints abo

113、ut these workboots from customers who have used the protector spray. However, should you use the spray and find that you are still unsatisfied with the boots, please return the boots and spray for a full refund. Thank you for supporting The Shoe People. Have a Happy New Year.Sincerely,Stan Mason, Pr

114、esident69. The first email is basically an email of _.A. apology B. sympathyC. appreciation D. complaint70. What is the “spray” used for according to the passage?A. To repair the damaged boots.B. To protect the soles from heat.C. To prevent the crew from danger.D. To protect the boots from concrete.

115、71. According to the president of The Shoe People, John Trimbald _.A. can exchange the damaged boots with new ones at any timeB. must return the damaged boots to any of the retail storesC. will get new pairs of boots and a free years supply of sprayD. can return the damaged boots and spray for a ful

116、l refund now(C)People are looking for ways to reduce their carbon footprint. Purchasing property that is environmentally responsible is a good investment for those who are concerned about their own health and the well-being of the earth. Based on this trend, entire districts, known as eco-communitie

117、s, are being designed with a green focus in mind. Dockside Green in Victoria, British Columbia is one of them. If everything goes according to plan, Dockside Green will be a self sufficient community along the harbour front of British Columbias capital city. The community will be home to 2500 people

118、 and will consist of residential, office, and retail space. Builders of Dockside Green have the environment in mind with every choice they make. They ensure proper ventilation（通风）, and guarantee residents 100% fresh indoor air. Building materials, such as paints and wood, are natural and non-poisono

119、us. Eco-conscious builders use bamboo wherever possible because it grows fast and does not require pesticides（杀虫剂） to grow.Energy efficiency is one of the top concerns in eco-communities, such as Dockside Green. Not only do energy efficient appliances and light fixtures（照明设备） reduce the environmenta

120、l impact of heating and hot water, they also save residents and business owners money. Dockside Green claims that home owners will use 55% less energy than average residents in Canada. Residents will have individual water metres as studies show that people use around 20% less energy when they are bi

121、lled for exactly what they use. In addition, water is treated at Dockside Green and reused on site for flushing（冲洗） toilets.Planners of eco-communities such as Dockside Green must take the future into account. Dockside Green plans on reusing 90% of its construction waste. They also plan to continue

122、using local suppliers for all of their transport and maintenance needs. This is a great way to reduce emissions（排放）. Dockside residents will be encouraged to make use of a mini transportation system and buy into the communitys car share program. Finally, plans are in the works for a high-tech heatin

123、g system that will use renewable energy instead of fossil fuels (化石燃料).Dockside residents will benefit from excellent local services with high quality healthcare, shopping and education at the heart of the community, along with excellent recreation facilities and plentiful green open spaces. The Eco

124、-Community will favour the use of locally-sourced goods and services; they will be desirable places to live, promoting a tangible（看得见的） sense of civic pride, responsibility and, as the name suggests, community.72. Which of the following is TRUE about Dockside Green according to the passage?A. It is

125、an environmental charity aiming at reducing carbon footprint.B. It is a self sufficient community with a population of 2500 people. C. It is being built along the harbor front that is threatened by pollution. D. It emphasizes the importance of green energy and energy efficiency.73. Bamboo is a favor

126、able choice for builders because it _.A. provides good air circulationB. keeps pets outside the houseC. grows quickly and easilyD. does not produce any waste 74. Which is NOT one of the issues Dockside Green hope to address in the future?A. Convincing local factories not to pollute the air.B. Creati

127、ng an alternative to fossil fuels heating.C. Having people pay for individual household usage. D. Promoting the car share program to the residents.75. Which of the following is the best title for the passage?A. Ways to Reduce Carbon FootprintB. Green Energy: New Trends in CanadaC. Eco-Communities: D

128、ockside Green D. Wise Investment in Eco-CommunitiesSection CDirections: Read the following text and choose the most suitable heading from A-F for each paragraph. There is one extra heading which you do not need.A. Choose your staff carefully.B. Assemble a team starting with a teacher. C. Decide idea

129、s and titles for articles. D. A great idea-starting a school newspaper.E. Make a schedule for the staff.F. Think about whats appropriate. 76. Do you want to start a school newspaper? If you do, then this is the article for you. Starting a school newspaper can be a great learning experience and is a

130、respectable thing to put on a resume(简历) in the future as it shows your interviewer your leadership skills and that could very well help land you the dream job for your future. Being part of the school newspaper will give you a good idea on other people you barely know and also it will give you a ch

131、ance to learn what goes on in the school.77. This is essential for the success of the newspaper. A teacher brings something very important to the party, and that is authority. A teacher is there primarily to help make sure that everyone gets their articles in on time. With a teacher, staff simply fe

132、el an obligation to get their articles in. This really makes your job a lot easier. A teacher not only sees to it that articles are handed in on time, with a teacher around, staff will quit over 80% less. 78. Use your common sense for whats suitable for a middle school newspaper. Dont print anything

133、 hinting on weapons, violence, drugs, or basically anything thats illegal or not fit for middle school.79. Because most school newspapers have 12 articles, brainstorm 12. Some ideas are: games, colouring contest, short story, advice, random facts, sports, poetry or fashion. Once you have these artic

134、les planned out, open a word document and come up with cool titles and layout for your newspaper. You can copy a few things from the internet, but if it has a copyright, make sure to say where you got them from. 80. Recommend to your staff that once they hand in their first article, get a head start

135、 on their next article because life consists of all things, e.g. sickness, vacation, family affairs etc. Also tell them to let you know if they cant get one article in so you can cover for them. Print off the schedule and give it to all your staff members.Section DDirections: Read the passage carefu

136、lly. Then answer the questions or complete the statements in the fewest possible words.When the Internet powerhouse Yahoo wanted to teach ethics（道德标准） to its employees, it faced a challenge familiar to multinational companies. Yahoo employs nearly 14,000 people at 25 sites worldwide. They would feel

137、 bored at sitting down in front of a dated video in which actors with 1980s haircuts tell them what to do. So it hired a company called The Network to design a game. In the game, the truck where Yahoo was founded traveled the world, turning into a boat and a helicopter along the way as it visited so

138、me of Yahoos foreign offices. Participants play in game show-like scenarios（场景） that quiz them about conflicts of interest and doing business fairly. And employees note: Yahoo is tracking how well they do. Such activities draw more enthusiastic participation and teach more effectively than tradition

139、al methods. They are described as alternative-reality games (ARGs), involving both interactive and real-world elements. Besides teaching employees, ARGs have also been used in many areas for a number of different purposes.From a marketing perspective, a number of very successful ARGs have been writt

140、en as a way to build product awareness.A very popular ARG called I Love Bees was produced to market the 2004 video game Halo 2. At its height, I Love Bees received between two to three million unique visitors over the course of three months. ARGs are more than just a fun way to learn. They have also

141、 been used to solve real world problems.An ARG called World Without Oil was created to obtain collective input from players about dealing with the worlds dependency on oil.World without Oil simulates（模拟） the first 32 days of a global oil crisis and anybody could play by creating a personal story tha

142、t recorded the imagined reality of their life in the crisis. World Without Oils success on a small budget has opened the door for similar games to engage mainstream Internet users with climate change, education reform, governmental policy and other timely, vital issues. (Note: Answer the questions o

143、r complete the statements in NO MORE THAN TEN WORDS.)81.What challenge did yahoo face in teaching ethics to its employees?82.In the game designed for yahoo, participants had to answer questions about _.83.What are the three major functions of ARG mentioned in the passage?84.The success of World With

144、out Oil suggests that ARGs can _.第II卷（共45分）I .TranslationDirections: Translate the following sentences into English, using the words given in the brackets.1、因为下雨，开幕式推迟了。（put off）2、他可能把办公室的钥匙忘在图书馆了。（likely）3、事实证明，父母的言行对孩子有很深的影响。(influence)4、他周末常常去公园钓鱼，对“禁止垂钓”的标志视而不见。（turn）5、专家建议上了年纪的人每天喝少许红酒，因为可以开胃消食

145、，有益健康。（stimulate）II.Guided WritingDirections: Write an English composition in 120-150 words according to the instructions given below in Chinese. 假设你叫李华，暑假期间打算去英国Star English Language School （SELS）进行短期学习。以下是英方学校寄给你的课程安排选择表。请你仔细阅读课表，按表格下面的中文提示给校方回复一封信。信的开头已给出。SELS Summer English CoursesEnglish Course

146、sTotal Hours of StudyTotal Hours of Part-time JobDateCost6-week course90No Job but Tour InsteadJuly 1 Aug. 1515,000yuan8-week course12048July 1 Aug. 3025,000yuan 信中必须包括:1简单介绍你的情况2你的选择及理由3对该课程的要求和建议2011学年第二学期徐汇区高三年级英语学科学习能力诊断卷参考答案 第一卷 2012. I. Listening Comprehension (1-10小题每题1分，11-16小题每题2分)1-5 CDCAB

147、 6-10ABDCD11-13 BDB 14-16 ACC17. 28 18. secretary19. Italian20. interview21. a detective story22. got stuck 23. make（any）sense24. security cameras 说明：21题漏掉冠词得0分，22题时态不对得0分，24题没有复数得0分。II. Grammar and Vocabulary (25-49小题每题1分)Section A25-29 BDCBA 30-34 DDDAB 35-39 BDACD 40 C Section B 41. G 42. F 43. A

148、 44. J 45. H 46. C 47. I 48. D 49. EIII. Reading Comprehension (50-64小题每题1分，65-75小题每题2分，,76-80小题每题1分)Section A50-54 BABCD55-59 CBCAC60-64 DBDACSection B65-68 BCDA 69-71 DBC 72-75 DCACSection C 76. D 77. B 78. F 79. C 80. ESection D 81. （How to） draw more enthusiastic participation and teach more eff

149、ectively.82. conflicts of interest and doing business fairly83. Teaching employees, building product awareness and solving real world problems.84. engage mainstream Internet users with more timely, vital issues第二卷I. Translation1. The opening ceremony was put off because of the rain.2. He is likely t

150、o have left his key to the office in the library.3. It has been / is proved that parents words and behaviors / what the parents say and do have a deep/great influence on their children.4.He often goes fishing in the park on/at weekends, turning a blind eye to the “No Fishing” sign. 5.Experts suggest

151、 that elderly people should drink a little wine each day, because it can stimulate their appetite and (help) digestion, which is good for their health.2011学年第二学期徐汇区高三年级英语学科学习能力诊断卷听力文字 I. Listening Comprehension Section ADirections: In Section A, you will hear ten short conversations between two spea

152、kers. At the end of each conversation, a question will be asked about what was said. The conversation and the question will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the quest

153、ion you have heard. 1.W: May I make a recommendation, sir? Our steak with this special sauce is very good. M: Thank you, but Im a vegetarian.Q: Where does this conversation most probably take place? 2.M: Weve got two new members in our group: Mary and Jennie. Do you know them?W: Sure. Mary is the mo

154、st talkative woman Ive ever met. But Jennies just on the contrary.Q: What do we learn from the womans remark about Jennie?3.M: Can you stop by the post office and get me some envelopes?W: Well, I am not going to stop by the post office, but I can buy you some at the bookstore after I see the dentist

155、.Q: Where will the woman go first?4.M: Please make an appointment for me to see Dr. Jones tomorrow morning.W: Im sorry, sir, but the doctor is on vacation in California until Sunday.Q: What is the doctor doing now?5.W: Now one more question if you dont mind, what position in the company appeals to y

156、ou most? M: Well, Id like the position of sales manager if it is still vacant. Q: What do we learn about the man? 6.W: Good morning. Im calling to inquire about the two-bedroom house you advertised in the newspaper.M: Im sorry. It is already sold.Q: What are they talking about?7.W: This train schedu

157、le has got me confused. I cant figure out which one I should take! M: Why dont you just go to the ticket window and ask? Q: What does the man suggest the woman do? 8.M: I think youd better find another partner. I dont think Im improving.W: Look, Paul. Nobody expects you to be a superstar. It is too

158、early to quit. Q: What does the woman mean?9.W: Wow, I do like the campus, all the big trees, the green lawns, and the old buildings. Its really beautiful.M: It sure is. The architecture of these buildings is in the Greek style.Q: What are the speakers talking about? 10.W: Im so sorry, sir. Ill pay

159、to have your suit cleaned.M: Never mind. It could happen to anyone. And Im sure that coffee doesnt leave lasting marks on clothing.Q: What can we infer from the conversation? Section BDirections: In Section B, you will hear two short passages, and you will be asked three questions on each of the pas

160、sages. The passages will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.Questions 11 through 13 are based on the following passage. At 7.10

161、a.m. I arrived at Waterloo station by taxi. It took me just 30 minutes from home. I bought the papers and walked to the platform. After having a cup of coffee, I got on and found my seat. I looked out of the window. Although we were moving at 340 kilometres an hour, the journey was smooth and relati

162、vely quiet. Soon we left London behind. The part where we travelled under the English Channel took just 22 minutes. Soon I was looking at the fields and farmhouses in the South of France. The sun was shining. I closed my eyes and went to sleep.I arrived on time! I picked up my suitcase and followed

163、the Exit signs. It was great not to have to wait ages for my luggage or to worry about getting a bus or taxi to the city centre. It was 2.20 in the afternoon and I was just in time for a late lunch! My ticket cost 65.80, and I gave the journey 8/10 for comfort and 9/10 for convenience. （Now listen a

164、gain）Questions:11. What is the destination of this trip?12. What did the speaker do on the train?13. What did the speaker think of the journey?Questions 14 through 16are based on the following passage. The faces of elderly, happily-married people sometimes resemble each other. Dr. Aiken studied a nu

165、mber of couples who had been married for at least 25 years. Each couple provided four photographsone photo of each partner at the time of the marriage and another photo of each partner twenty five or more years later. All background was cut from the photos to remove any clues. The photos were put to

166、gether and displayed in two groups: one at the time of their marriage and the other which were taken years later. Some judges were asked to pick out the partners. They failed totally with the first group. But with the photos taken twenty-five or more years after the marriage, the judges were quite s

167、uccessful at deciding who was married to whom. Dr. Aiken believes there are several reasons why couples grow alike. One reason has something to do with imitation. One person tends to copy or do the same as someone else without knowing it. Another possible reason is the common experience of the coupl

168、es. There is a tendency for people who have the same life experience to change their faces in similar ways. （Now listen again）Questions:14. What were the judges asked to do according to the passage?15. What conclusion can we draw from passage?16. What is the main purpose of the passage?Section CDire

169、ctions: In Section C, you will hear two longer conversations. The conversations will be read twice. After you hear each conversation, you are required to fill in the numbered blanks with the information you have heard. Write your answers on your answer sheet.Blanks 17 through 20 are based on the fol

170、lowing conversation.W: Good morning, Im calling about the job that was in the paper last night.M: Well, could you tell me your name?W: Angela Foreset.M: Could you tell me a little about yourself?W: Yes. Im 28. Ive been working abroad.M: Where exactly have you been working?W: In Geneva.M: Oh, Geneva.

171、 And what were you doing there?W: Secretarial work. M: I see, and how do you see yourself developing in this job?W: Well, Im ambitious. I do hope that my career as a secretary will lead me eventually into management.M: I see. You have foreign languages?W: French and Italian.M: Well, I think the best

172、 thing for you to do now is to write an application letter to us first and then we can arrange for an interview.W: OK. Thank you. （Now listen again）Complete the form. Write ONE WORD for each answer.Blanks 21 through 24 are based on the following conversation.M: I am so relieved I just finished the s

173、tory I was working on.W: I havent quite finished mine yet. I had trouble getting pass the beginning.M: How come? W: Well, I was really happy to be writing a detective story. But after the first few pages, I just couldnt write any more.M: The same thing happened to me. W: Well, Prof Wilson said its p

174、retty common for writers to get stuck like that.M: You went to talk to her about it? W: Actually, I went to ask for more time to finish the assignment. But instead she gave me some advice. She said that the first thing I should do is just write anything that comes into my head even if it doesnt make

175、 any sense.M: That is interesting. When I got stuck, I shift to something else, you know, do some work for my other courses.W: Well, her methods seem have worked for me. Ive written most of the story, and I should be able to hand it in on time. But first I need go to the jewelry store. M: You are go

176、ing shopping? Cant you wait until you finish your story? W: I am going there for my story. My detective solves a jewelry store robbery. So I want to take a look at how the jewelry cases are arranged, where the security cameras are located, that sort of thing. （Now listen again）Complete the form. Write NO MORE THAN THREE WORDS for each answer.欢迎广大教师踊跃来稿，稿酬丰厚。