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阅读下面短文,然后按要求写一篇150词左右的英语短文。 Two Universi...

阅读下面短文,然后按要求写一篇150词左右的英语短文。

    Two University of Colorado professors said they have demonstrated(证明) the teachers’ use of red pens in marking corrections and grading papers often affects students negatively and destroys teacher-student relationships.

    News. Com. Au and ABC Science reported a paper by University of Colorado sociologists Richard Dukes and Healther Albanesi documenting their new study was published in The Social Science Journal, and that some educators have expressed doubt about the team’s findings.

    The Colorado study suggested that because red is an “emotive” color expressing an exciting emotion, corrections penned in red ink were more likely to be seen by students as “shouting”, an “emotional loading” that could cause anxiety or feelings of blame against the teacher and lead to rejection of otherwise constructive feedback. Instead, teachers should use blue pens to mark papers, Richard Dukes and Healther Albanesi concluded.

    ABC Science reported that students whose papers were graded with blue ink tended to give teachers higher scores.

    But a University of British Colombia study published in the journal Science found both blue and red affected motivation and performance, with red attracting attention and blue increasing creativity, Science Daily reported.

【写作内容】

以约30个词概括上文的主要内容;

以约120个词就老师批改学生作业的话题谈谈你的想法,内容包括:

简述老师用红笔批改学生作业的利与弊;

谈谈你对老师用红笔批改学生作业的看法;

作为中学生,我们应该如何配合老师批改作业?

【写作要求】

作文中可以使用亲身经历或虚构的故事,也可以参照阅读材料的内容,但不得直接引用原文中的句子;

作文中不能出现真实姓名和学校名称。

【评分标准】

    概括准确,语言规范,内容合适,语篇连贯。

____________________________________________________________________________________________

____________________________________________

 

This passage states a study about whether teachers’ usual use of red pens in marking corrections and grading papers could have bad effects on students. The opinions are obviously different. Generally speaking, most teachers mark corrections or grade students’ papers in red pens. Some people think it may make students anxious thus blaming their teachers. However some people think it can attract students’ attention. As for me, I am used to correcting or grading my assignments in red pens, so it makes no difference whether my teachers use red pens or blue pens. If teachers can give us comments on the corrections, we will benefit a lot. What’s more, teachers check over our assignments every day, which is a good bridge for us to communicate with each other. In this case we can learn from our errors, get encouragement and make progress in our study. So we will respect our teachers’ hard work, no matter whether they use red pens or not. 【解析】 试题分析:考查议论性作文,议论性作文给出了一个话题,并有部分的文字提示。给考生自由发挥的余地较大。对于考生的综合能力要求较高,要求考生有很强的谋篇布局的能力和组织要点的能力。在完成开放性作文时,首先要选择自己熟悉的短语或者句型,在你的能力范围之内,选择句式时要赋予变化,因为这样你才可以更好的驾驭。同时也要选择合适的连接词,把各个要点组织成一个完整的整体,在发表个人观点的时候,可以使用谚语来提升整个文章的档次和文采,也能增加得高分的可能性。 【亮点说明】范文中出现很多常见的词组:Generally speaking一般来说; am used to doing习惯于做某事; makes no difference 没有影响,没有关系;In this case在这种情况下; make progress取得进步;have an effect on sb 对某人有影响。This passage states a study about whether teachers’ usual use of red pens in marking corrections and grading papers could have bad effects on students.在这句话中运用about后面带有一个由whether引导的宾语从句,and连接mark, grade并列并且形式保持一致。it makes no difference whether my teachers use red pens or blue pens这个句子中it是形式主语,真正的主语是whether引导的主语从句。What’s more, teachers check over our assignments every day, which is a good bridge for us to communicate with each other,which引导非限制性定语从句。 考点: 提纲类作文  
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【写作要求】

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【评分标准】

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请根据首字母及汉语提示完成下列句子,每空只填一个单词。

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7.It often strikes adults, leaving them u     (不能)to work.

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9.Now, as wages rise, Chinese citizens are i_________ (越来越,更加) worried about the environment and pollution.

10.Effective treatments do exist, but u_________ (不幸地) they are very expensive.

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请阅读下列应用文及相关信息,并按照要求匹配信息。请将答案涂在答题卡上对应题号的位置。

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B.

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Toyota’s new car is both powerful and economical. Using a combination of fuel and electricity this car will not only save money on petrol bills, but it will also save the environment. Has air conditioner and leather seats. Price: $17,500

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This newest Porsche is packed with the latest safety equipment and engine technology. It can hold 2 people and the roof can come down automatically for you to enjoy the fresh air. Has DVD entertainment system and computer mapping system. Price: $72,000

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F.

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With its unique seating design, this vehicle can hold up to 14 people. Silver outside with black leather inside and in excellent condition. Has 2 automatic sliding doors plus DVD entertainment system. Price: $19,200

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1.Zhang San. Zhang San has just been appointed the manager of a large international company. He wants to get a car that will impress his business colleagues yet is also suitable for transporting his wife and three children.

2.Li Si. Li Si has recently moved into the city where she is studying. She needs a car that is cheap to buy and run so she can get to university and to her part-time job.

3.Wang Wu. Wang Wu is the coach of the local football team and needs a car that can take the players and equipment to and from their games.

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In the eighteenth century one of the first modern economists, Adam Smith, thought that “ the whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.

Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small-scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.

During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working-class parents. But they lacked social training of the upper class, who despised them as the “new rich.”

They often sent their sons and daughters to special schools to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white-collar” occupation, carrying with it a higher salary and a move up in the social scale.

In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.

1.What criterion did Adam Smith seem to go by in his classification of social groups?

A. The amount of wealth       B. The amount of money

C. The social status            D. The way of getting money

2.If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?

A. Officials and employees.     B. Peasants and farmers.

C. Doctors and teachers.         D. Tradesmen and landlords.

3.Who were the ‘new rich’ during the nineteenth and early twentieth centuries?

A. They were still the upper class people.

B. They were owners of large factories.

C. They were intelligent industrialists.

D. They were skilled workers who made their fortune.

4.According to the passage, what did those people do who intended to make their children move up in the social ladder?

A. They saved a lot of money for their children to receive higher education.

B. They tried to find marriage partners from the children of the upper class.

C. They made greater fortunes by their wits.

D. They worked even harder to acquire social training.

5. In the twentieth century class differences have been partly smoothed out by ____.

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B. taxation, social services and educational opportunities

C. education, the increase of income and industrial development

D. the decrease of the upper class population

 

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A year ago August, Dave Fuss lost his job driving a truck for a small company in west Michigan. His wife, Gerrie, was still working in the local school cafeteria, but work for Dave was scarce, and the price of everything was rising. The Fusses were at risk of joining the millions of Americans who have lost their homes in recent years. Then Dave and Gerrie received a timely gift--7,000, a legacy  (遗产)  from their neighbors Ish and Arlene Hatch who died in an accident. “It really made a difference when we were going under financially,” says Dave.

But the Fusses weren’t the only folks in Alto and the neighboring town of Lowell to receive unexpected legacy from the Hatches. Dozens of other families were touched by the Hatches’ generosity. In some cases, it was a few thousand dollars; in others, it was more than 100,000.

It surprised nearly everyone that the Hatches had so much money, more than 3 million--they were an elderly couple who lived in an old house on what was left of the family farm.

Children of the Great Depression, Ish and Arlene were known for their habit of saving. They liked comparison shopping and would routinely go from store to store, checking prices before making a new purchase.

Through the years, the Hatches paid for local children to attend summer camp when their parents couldn’t afford it. “Ish and Arlene never asked if you needed anything.” says their friend Sandy Van Weelden. “They could see things they could do to make you happier, and they would do them.”

Even more extraordinary was that the Hatches had their farmland distributed. It was the Hatches’ wish that their legacy, a legacy of kindness as much as one of dollars and cents, should enrich the whole community and last for generations to come.

Neighbors helping neighbors -- that was Ish and Arlene Hatch’s story.

1.According to the text, the Fusses_________.

A. were employed by a truck company

B. were in financial difficulty

C. worked in a school cafeteria

D. lost their home

2.Which of the following is true of the Hatches?

A. They had their children during the Great Depression.

B. They left the family farm to live in an old house.

C. They gave away their possessions to their neighbors.

D. They helped their neighbors to find jobs

3.Why would the Hatches routinely go from store to store?

A. They decided to open a store.

B. They wanted to save money.

C. They couldn’t afford expensive things.

D. They wanted to buy gifts for local kids.

4.According to Sandy Van Weelden, the Hatches were ________.

A. understanding        B. optimistic             C. childlike            D. curious

5.What can we learn from the text?

A. The community of Alto was poor.

B. The summer camp was attractive to the parents.

C. Sandy Van Weelden got a legacy from the Hatches

D. The Hatches would like the neighbors to follow their example.

 

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