— It was great to see you again.
— ______ .
A. I’ll catch up with you
B. Be sure to keep in touch
C. Try to hold on
D. You’re getting ahead of yourself
书面表达
Study the following cartoon carefully and write an essay on the topic of loving our parents.
Your essay should meet the requirements below:
1. Describe the cartoon and the message conveyed.
2. Draw a conclusion and give your comments on the cartoon.
3. Word limit: 100-- 120 words.
短文改错
下面短文中有10处语言错误。请在有错误的地方增加、删除或修改某个单词。
增加：在缺词处一个漏字符号（
），并在下面加上该加的词。
删除：把多余的词用斜线（＼）划掉。
修改：在错的词下划一横线，并在该词下面写上修改后的词。
注意：1. 每处错误及其修改均仅限一词；
2. 只允许修改10处，多者（从第11处起）不计分。
Life is complicated. We can’t avoid anything annoy or stressful. However, what is of great importance is that we should keep a good state of mind.
An experience never fades from my memory. With a vital exam drawing near, I felt such nervous that I even couldn’t eat or sleep, thus make me very sleepy in class. Seeing this, my teacher comes to my help. With her aid, I adjusted myself and felt confidence again. In the meantime, a detailed plan was made go over my lessons. In the end, I managed to pass the exam.
It was a good state of mind which helped me get through the exam. A good state of mind is what it takes to realize our goal. Whenever your emotion is out of the control, just keep in mind that only with possessing a good state of mind can you attain success.
下面文章中有5处（第1～5题）需要添加小标题。请从以下选项（A、B、C、D、E和F）中选出符合各段意思的小标题，并在答题纸上将相应选项的标号涂黑。选项中有一项是多余选项。
A. How to deal with listening practice
B. Class atmosphere matters a lot in learning
C. Monitoring activities is one of the main tasks of teachers
D. How to evaluate student performance
E. Group work needs organizing properly
F. Communication skills play a big role in language learning
Both instructors and learners can get benefits from the following learning strategies as long as they are properly made use of in language learning.
1.________
The information presented in this section focuses on specific conversation, discussion, or presentation skills. The activities are generally self-explanatory, with students expressing opinions, making decisions, solving problems, planning presentations, and so on. Engaged in these activities, students have the possibility of communicating with each other in class. This section also includes lists of expressions used to illustrate different language functions, such as agreeing, disagreeing, and asking for clarity in order to help students expand their knowledge of English.
2.________
In a speaking or listening course, students’ anxieties can affect their learning. For this reason, it is important to establish a friendly, relaxed classroom environment. It may help students 10 think of the classroom as a laboratory where they can experiment and take risks with the language. In such circumstances, students should realize that errors are a natural and expected part of learning a language. In addition, one of the goals of this pan is to encourage students to examine their awn opinions and values while at the same time showing respect for the opinions and values of others.
3.________
Many of the activities in this section involve the students’ cooperating work in class. Generally, such an activity taken up by four members seem to work the best. Groups of three or five members may also be effective, depending on the activity. The first unit includes guidelines for organizing group work, with students taking on the following roles: leader, reader, summarizer, reporter, and observer (if necessary). Organizing all activities in this way makes the course truly learner-centered since students must take fall responsibility for carrying out each activity. As for seating, group members should arrange their seats or chairs in a small circle to encourage interaction.
4.________
Being a teacher, in the course of group activities, you should circulate from group to group, which helps ensure that students are on task and are using English. While you should not participate in pair or group activities, you need to stay involved in what the students are doing. One important reason to circulate during activities is to keep track of the kinds of problems students have, such as grammatical accuracy, fluency, word choice, pronunciation and intonation discussion strategies, etc. However, it is generally not effective to correct students’ errors when they arc involved in an activity. The most practical way to deal with communication problems is to make notes of what you observe as you arc circulating. You can then use this information to provide feedback after the activity or to develop future lessons.
5.________
At the beginning of the course, when they need to build up their confidence, students benefit most from encouragement and positive comment. If possible, you'd rather not grade the students fust few efforts at speaking in a group or to the class. Many students suffer such anxiety in speaking situations that any criticism at this stage can have the opposite effects. Commenting on students’ work does not necessarily mean grading them on the scene. Even if the programs requires formal grades, you should try to put off assigning grades until later in the term.
It was a weeknight. We were a half dozen guys in our late teens, hanging around “the flat” — as usual. The flat was poorly furnished, which, after some time, grew tiresome. We wanted action.
We got in a car, big enough for all of us to crowd into — and off we went, in search of adventure. We soon found ourselves at Blue Gum Corner, a place named after the huge old blue gum tree that stood by there, a well-known local landmark. It stands at a minor crossroad leading to our town. The trunk is tall and smooth with no handholds for climbing. About six metres from the ground the first branch sticks out over the road. We parked beneath the huge old tree and discussed what we might do. All of a sudden we hit upon an idea — a hanging! I was chosen as “hangee”.
The plan was quite simple. As I stood upon the roof of the car, the rope (绳子) was threaded down my jacket through my collar and down one leg of my jeans. I put my foot through the loop at the bottom. There I hung, still. The boys rolled about laughing until, a car, I hear a car! Before they ran to hide in the nearby field, they gave me a good push so that “the body” would swing as the car drove by.
To our disappointment, the car simply turned off for town without even slowing. The boys came out of their hiding places and we discussed the situation. Surely they had seen me, hadn’t they? Then we heard another car. The act was repeated, but still without any obvious reaction. We played the game about five or six times, but as no one seemed to notice, we abandoned the trick.
What we did not know was that every car that had passed had unquestionably seen “the body” and each one, too scared to stop, had driven directly to the local Police Station. Now at that time of the night, the local policeman was sound asleep in his bed, so the first person sent to the scene was the traffic officer that happened to be on duty that particular night. He had been informed that some person had been killed, by hanging, at Blue Gum Corner. When he arrived, the body was gone! And he was hearing “unnatural sounds” from the surrounding area. As far as he knew, some fierce animal was hiding in the field before him, possibly dragging a body behind him — and we thought we were scared!
He went to his radio and made a call that really began to worry us. I lay so close that I could hear every word. He called for the “armed police” and a “dog team, better make it two” and he had a “serious situation” at Blue Gum Corner. Then the police officer arrived. After a briefing from the traffic officer he decided not to go into the field until armed police and dog teams arrived. Now two spotlights were on the field and none of us could move.
As luck would have it, police cars cannot leave their spotlights on all night without charging their batteries. So, after a time, the two officers began lightening the field by turns, allowing us the opportunity to move on our fours for freedom. One by one, we all managed to steal away and make our way home. Behind us we left what must have looked like a small city of lights, police cars, roadblocks, barking dogs, armed officers and an old rope hanging from a tree.
When I think back to that night, to that tree, to what the drivers of the cars think happened, to what police believe happened, and to what I know happened, I am reminded of a simple truth — our eyes see darkness and light, color and movement, our ears hear only vibrations (振动) in the air. It is how we explain these vivid pictures that shapes our “reality”.
1.The boys made the “hanging” plan in order to ______.
A. make a fool of the police
B. draw public attention
C. seek fun and excitement
D. practise acting skills
2.Seeing that no car passing by stopped, the boys must have felt ______.
A. discouraged B. proud
C. annoyed D. confident
3.Why was the traffic officer sent to the scene of “hanging”?
A. Because a fierce animal kept the traffic in disorder.
B. Because the local policeman was not available at that time.
C. Because some naughty kids were playing a terrifying game.
D. Because many scared drivers turned directly to him for help.
4.The boys managed to escape from the field when ______.
A. the two police cars were being charged
B. the police officer was taking over the duty
C. the traffic officer was making a call for help
D. the two spotlights were not working together
5.What is conveyed in the passage?
A. Actions speak louder than words.
B. The truth lies beneath the surface.
C. Experience is the best teacher.
D. To see is to believe.
6.What would be the best title for the passage?
A. Blue Gum Tree B. A Body Found Hanging
C. Escape to Freedom D. A Disappointing Experience
Detective Keeling took his client—a goodlooking lady into the back yard of the store together. The lady opened a door in the wall and they entered the small room behind the store. They crossed the room to a locked door.
Mr. Keeling took some special keys from his pocket. Moments later, one of the keys unlocked the door. The lady went into the store. She said she would hide under the table to keep watch on her husband. Mr. Keeling did not follow her.
The detective went quickly to the policeman’s house. Then the two men hurried to the jewellery store. They looked through the window. The policeman was surprised. He spoke to Mr. Keeling, “I don’t understand. You told me, ‘Robbins took a young woman to a restaurant.’ Where is she?”
“There she is!” said Mr. Keeling. He pointed through the window.
“Do you know the lady with Robbins?” asked the policeman.
“That’s his secret friend,” said Mr. Keeling.
“No! You’re wrong! That’s Robbins’ wife,” said the policeman. “I’ve known her for fifteen years.”
“What?” the detective shouted. His face became pale. “Who is under the table in the store?” He started to kick the door of the jewellery store. Mr. Robbins came to the door and opened it. The policeman and the detective ran into the store.
“Look under that table!” shouted the detective. “Be quick!”
The policeman lifted the cloth and put his arm under the table. He pulled out a black dress, a black veil and a woman’s wig(假发).
“Is this young lady your wife?” Mr. Keeling asked the jeweller. He pointed at the woman.
“Yes! She is my wife!” said Mr. Robbins angrily. “Why did you kick my door? Why are those clothes under my table?”
“Please check all the jewellery in your store, Mr. Robbins,” the policeman said. “Is anything missing?”
Some diamond rings and some expensive necklaces were missing. The missing jewellery was worth $800. Later that night, Mr. Keeling was sitting in his office. He was looking through a big book of photographs. They were photographs of criminals. The policeman had brought the book to the detective's office. Suddenly, Mr. Keeling stopped turning the pages. He looked at a picture of a handsome young man with a familiar face.
The next morning, Mr. Keeling paid the jeweller $800, then closed his office.
1.At the beginning, the lady was able to go into the jewellery store because ______.
A. she went to the back yard and found the way
B. she was the owner of the store and had the key
C. two men helped her together to enter the store
D. Mr. Keeling unlocked the back door to the store
2.The young lady who stayed with Mr. Robbins in the jewellery store was actually ______.
A. Mr. Robbins’ sister B. Mr. Robbins’ secret friend
C. Mr. Robbins’ wife D. a clever thief
3.It can be inferred from the passage that Mr. Keeling cooperated with his client ______.
A. so that he could get some jewellery from the store
B. because he thought he was helping the lady
C. because he wanted to play a joke on Mr. Robbins
D. so that he could get a job as a policeman
4.The missing jewellery worth$800 was in fact taken away by ______.
A. a young woman B. a young man
C. a detective D. a policeman
