书面表达(共25分)

　　九、完成句子(共10分，每小题2分)

　　根据中文意思完成句子。

　　69.你最好买一本英语词典。

　　_________ buy an English dictionary.

　　70.我爸爸过去常常开车上班，现在坐公交车了。

　　My father_____________ go to work by car, but now he takes the bus.

　　71.大家正盼望着暑假呢。

　　We_____________ the summer holiday.

　　72.我一读完这本书就还给你。

　　I will return the book to you___________________ it.

　　73.北京园博园每天下午六点才关门。

　　Beijing Garden Expo Parks______________________ six o'clock in the afternoon every day.

　　十、文段表达(1 5分)

　　根据中文大意和英文提示词语，写出意思连贯、符合逻辑、不少于60词的短文。所给英文提示词语仅供选用。请不要写出你的校名和姓名。

　　74.上学期间，学校的某些场所一定给你留下了美好的记忆，如教室、阅览室、操场等。某英文报纸正以“My Favourite Place at School”为题征文，请你投稿。描述一个你最喜欢的地方，并请说明原因。

　　提示词语：classroom, reading-room, playground, bright, quiet, large, help, improve

　　答案与解析

　　单选答案:

　　22-26 ABCBA 27-31 DBCDB 32-34 CDA

　　解析:

　　22题考查人称单词; 23题考查介词词组from to;24题考查连词or;25题考查比较级;26题考查情态动词can;

　　27题考查不定代词anything用于否定;28题考查there be句型;29题考查How often表示问频率;30题考查将来时;

　　31题考查ask sb to do;32题考查现在完成时;33题考查被动语态结合过去时;34题考查疑问句转陈述语序。

　　作文My favorite place at school 是今年的作文题目简要分析:

　　看似说一个地方是说明文, 其实恰恰相反, 这道题最好写成记叙文和情感议论文的结合, 这一点和今年我们不断在说的总趋势是保持一致的。

　　具体思路:

　　既然是favorite place, 那么首先要写的就是 "What", 点出写作的出题内容.

　　接下来才是关键, 不要一直去描述那个地方, 而要重点解释"Why" 和 "How", 为什么是最喜欢的， 又是如何通过细节来展示的。

　　所以文章的主题段落要有细节的记叙同时有道理的说明， 也就是要夹叙夹议，点出Why 和 How。

　　最后回应主题， 抒发感情。

　　这道题看似好写，但难以得高分，原因就在于大多数学生把文章的重点完全放在了描述这个地方上，但事实上却疏漏了对于喜欢原因的解释，和记叙和议论的相结合。其实上课的时候经常练, 我们也讲过, 不知道孩子们能不能想到这一点. 另外文章要写出层次来，才算是好作文，否则只能是一片一片的没有条理的堆砌，那样得不到高分的。

　　完形：一个口吃男孩的故事 (改编自国外杂志上的一篇文章

　　答案：35- 39 ACCDD 40 -44 BADBC 45-46 BD

　　阅读答案：

　　A篇: CAB B篇: DDA C篇: ABC

　　完成句子答案：

　　69, You'd better

　　70, used to

　　71, are looking forward to

　　72, as soon as I finish reading

　　73, won't close until

　　单项填空：

　　22. A 考查人称代词

　　23. B 考查介词词组 from to

　　24. C 考查连词or

　　25. B 考查比较级

　　26. A 考察情态动词can

　　27. D 考查不定代词anything用于否定

　　28. B 考查there be句型

　　29. C 考查特殊疑问词用法，how often表频率

　　30. D 考查时态，一般将来时

　　31. B 考查动词不定式，ask sb to do sth

　　32. C 考查时态，现在完成时

　　33. D 考查被动语态

　　34. A 考查宾语从句，陈述语序

　　完形填空：

　　答案：35- 39 ACCDD 40 -44 BADBC 45-46 BD

　　完形文章出自美国德克萨斯周杂志 The Staff，题目标题为"Her Name Was Mrs. Claussen - And She Cared by Dr. Lee Reeves"继续保持连续六年的出题风格--选材源于英美原版文章，对文化差异性的把控和理解要求较高

　　35. A 根据文章开头告知作者存在的问题"口吃"和第五段第一句话中的speech specialist可知答案为speech

　　36. C 根据第二段可知，目前问题还没有解决，所以这种痛苦仍然困扰我

　　37. C 根据本段开头引号中的话可知，那是一段自我介绍

　　38. D 根据第五段对这个老师的描述"best"可知，作者认可了这个老师，所以语意一定是积极向上且赞扬的

　　39. D 根据上一句"not like those。。。"可知这个老师状况和其他老师不一样

　　40. B 根据前文and可知表顺承关系，根据上一句她一直问我不同的问题，然后听我回答

　　41. A 根据本段第一句后的"tenor(男高音)"和"singing group"可知答案为唱歌

　　42. D 根据前文"I could do it well"可知作者在唱歌这件事情上可以不口吃

　　43. B 根据本段前两句话可知，作者一开始说话还是不利索，甚至一度怀疑自己无法交流

　　44. C 根据本段最后一句话可知，最后作者的语言能力有了一个较大的提升，对比之前语法能力不好，可知我的语言老师告诉我是否我能改变语言能力完全取决于我

　　45. B 根据本空前后"as。。。as"短语和前文中这个老师对我所起的积极影响可知答案

　　46. D 根据全文可知，作者一直强调他的老师十分在意她教授的学生，可知填care

　　黑体为考试的时候要填的词, 也就是答案.

　　附原文：Her Name Was Mrs. Claussen - And She Cared by Dr. Lee Reeves

　　As I walked down to the counselor's office, I thought to myself, "What will she be like" Will she be old or young? Pretty or ugly? Will she care?" Oh well, I figured it didn't really matter, anyway. I'd had so many speech therapists over the years I'd lost count. Another school, another therapist. I wondered why I even bothered to go. My stuttering seemed to be just as much of a problem now as it always was, and besides I hated to miss P.E. How did they find out that I stutter anyway? The last school must have sent my records. It was pretty hard to hide the way I talked. As I walked down the hallway, memories popped in my head of how painful being a kid who stutters had been. Memories of how the kids used to call me "Motor Mouth," and of the teacher who asked me if I had "lock-jaw." It still hurt.

　　The pain welled up inside as I rounded the last corner toward the office. "Don't start getting weak knees now," I whispered to myself. I wondered why I didn't stutter when I whispered, or when I talked to myself. At any rate I was sixteen years old and a junior in high school - time to gut up. Time to meet the new one!

　　"Hello! I'm Mrs. Claussen. I hear you're from Texas!" She must have thought I was a little off my rocker as I stood there gawking, with my mouth wide open and my face red as a beet. She was really pretty! And she was young, too!

　　"Ye-Ye-Ye-Yes m-m-m-m-m-m-m-aam I am," I fumbled out. My heart felt like it was pounding through my chest, my palms were dripping wet, and I was tense all over. I really blew that introduction, and figured she probably thought I was a goof ball. "Well," she said with a kind smile, "I've always liked Texas."

　　Mrs. Claussen turned out to be one of the best speech therapists I've ever had. Not like the one in San Antonio who told me to tap my toe so I could talk to a rhythm. That was the beginning of the longest list of circus antics anyone has ever seen. That toe tap developed into a foot stomp, a hand pound, a squinted eye, a head jerk and various other "helpers."

　　Mrs. Claussen was different though. She spent the first several weeks just talking to me - asking me all kinds of questions about myself - about feelings - about what I thought I did when I blocked. And she listened. She began to teach me about the fundamentals of speech. Not just about my speech, but about everybody's. Mrs. Claussen taught me about technical things, like circumlocution (a fancy term for avoiding words). And she listened.

　　I sang in the choir all of my school career and was a pretty good tenor. At my old school I was in the top concert choir, but when my family was transferred I learned that the new school's choir was all filled up. It was such a disappointment. I felt like that was the one thing that I could really do well - and I could do it without stuttering. Somehow Mrs. Claussen pulled some strings, rearranged my whole schedule, and got me in the choir. I felt like she really cared about me as a person, not just a speech student.

　　During my last two years of school I couldn't really say that my speech got much better - except in therapy. She explained that my increased fluency in therapy was because I was so relaxed, and I knew that she didn't care if I stuttered. I remember saying that I wished the whole world was a big therapy session. We laughed!

　　Mrs. Claussen told me that when I left high school and went off to college that my speech would probably get worse for a while. She was sure right. Things got considerably worse. I wondered if I would ever be able to communicate. It was a very depressing time, and I often felt alone.

　　One day when I was feeling particularly sorry for myself, I recalled something that Mrs. Claussen had told me over and over. She said that if I really wanted to change my speech and become more fluent that I could, but that it was all up to me. I remembered she said not to strive for perfect speech, just better speech. She was right about that, too. I eventually looked for and found another speech therapist. I began to work very hard and over the next couple of years improved my speech considerably.

　　A few time, when I was at home for a break from college, I tried to get in touch with her, but I never did. In fact, I never saw or talked with her after I left high school. Many years have passed since then, and I think of her from time to time, wondering if she had as much impact on her other students as she had on me. I like to think that she did. I'll never forget her. Her name was Mrs. Claussen . . . and she cared.

　　________________________________________

　　(Dr. Lee Reeves is veterinarian who operated his own clinic in Plano, Texas. His city honored him by naming him Businessman of the Year. Besides giving of his personal time to visit with children who stutter, he also works on behalf of women and children who are victims of abuse. He founded the Dallas Chapter of the National Stuttering Project in 1981, and is still active in that group). (The above article first appeared in The Staff, October 1992, and appears here with permission of Lee Reeves - JAK)