2012学年第一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）                2013.1

第一卷

I. Listening Comprehension

Section A

Directions: 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 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 the booking office.                                   B. In a Hong Kong hotel.

C. On a busy street.                                        D. At an airport.

2.    A. The bag.               B. The sofa.               C. The table.    D. The lamp.

3.    A. Ask the man for help.                                          B. Have the refrigerator fixed.

C. Wait until tomorrow.                                    D. Send the fax right away.

4.       A. The watch is on the television.                        B. The program will be over soon.

C. The woman should leave the television on.              D. The woman shouldn’t stand in the way.

5.    A. The man lent the tools to other people.           B. The man couldn’t find the bookshelf.

C. The tools the man borrowed are missing.        D. The tools have already been returned.

6.   A. Because Susan doesn’t like football.                      B. Because Susan invited him to a movie.

C. Because he wanted to watch the movie.          D. Because he didn’t know about the game.

7.    A. Give his ankle a good rest.                           B. Treat his injury immediately.

C. Continue his regular activities.                       D. Go to the doctor for help.

8.    A. The man missed the way to the class.

B. The woman will bring the man the news everyday.

C. The woman will help the man make up the lessons.

D. The man is always worried about his lessons.

9.    A. The woman will go to China this weekend.

B. The woman will treat the man dinner tonight.

C. The man will join her for dinner this weekend.

D. The woman refuses to join the man for dinner.

10.         A.  Spending money puts him in a good mood.

B.      He has just earned a big sum of money.

C.      He is pleased with his new purchase.

D.     He paid a high price for his new cellphone.

 

Section B

Directions: 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 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.

11.   A. Planting some trees in the greenhouse.    B. Writing a want ad to a local newspaper.

C. Putting up a going out of business sign.   D. Helping a customer select some purchases.

12.   A. Opening an office in the new office park.

B.      Keeping better relations with her company.

C.      Developing fresh business opportunities.

D.     Building a big greenhouse of his own.

13. A. Owning the greenhouse one day.              B. Securing a job at the office park.

C. Cultivating more potted plants.               D. Finding customers out of town.

 

Questions 14 through 16are based on the following passage.

14.   A. She had run a long way.                        B. She felt weak and tired in the subway.

C. She had done a 1ot of work.                  D. She had given blood the night before.

15.   A. By lifting her to the platform to get others’ help.

B. By moving her with the help of his girlfriend.

C. By holding her arm and pulling her along the ground.

D. By waking her up and dragging her away from the edge.

16.   A. Danger in the subway.                           B. A subway rescue.

C. How to save people.                              D. A traffic accident.

 

Section C

Directions: 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 following conversation.

Complete the form. Write ONE WORD for each answer.

 

Blanks 21 through 24 are based on the following conversation.

What is Internet addiction（上瘾）?	People have relationship problems, or problems ____(21)___ because they are spending so much time on the Net.
What are the symptoms of Internet addiction?	①  It begins to affect other areas of your life, such as your work or ___(22)____. ②       You are beginning to feel  ___(23)___ and you really look forward to going online.
What advice did Dr James give?	Have some sort of balance in your life. Spend some time on the Internet and then go out and ___(24)___.

Complete the form. Write NO MORE THAN THREE WORDS for each answer.

 

II. Grammar and Vocabulary

Section A

Directions: Beneath each of the following sentences there are four choices marked A, B. C and D.   Choose the one answer that best completes the sentence.

25. Books are the most important records we keep        man’s thought, ideas and feelings.

A. up                 B. to                        C. of              D. on

26. Knowledge begins to increase as soon as one individual communicates his ideas to _______ by means of speech.

A. other                 B. another                    C. the other           D. some other

27. ---I hope you will be ready to leave on time.

     ---Don’t worry. I’ll be ready by the time the taxi _______.

  A. arrived        B. arrives                            C. will arrive         D. will have arrived

28. ---Are you pleased with what he has done?

---It couldn’t be _______. Why didn’t he put more effort into his work?

A. any worse          B. much better             C. so bad              D. the best

29. Almost every one of the graduates wants to deliver the keynote speech at the graduation ceremony, because for the speaker, _______is an honour.

A. invited                      B. being invited            C. be invited         D. inviting

30. ---My e-dictionary is nowhere to be found. Who          have taken it?

---I don’t know. But keep looking and you will find it.

  A. should              B. could                       C. need                 D. shall

31. I hope to achieve this objective by calling on the smokers ________ good judgment and show concern for others rather than by regulation. 

A. to using                     B. using                       C. use                   D. to use

32. John was so disappointed when Susan turned down his proposal ________ he decided to stay single for the rest of his life.

A. that                    B. as                            C. where               D. since

33. ________ his own boss for such a long time, he found it hard to accept orders from another.

A. Being                 B. To be                       C. Having been      D. Been

34.   ---I don’t think our coach knows the real reason for our losing the match.

---Well, surprisingly, he does. Our team leader has been called in and        now.

  A. has been questioned                               B. is being questioned

  C. is questioning                                       D. has questioned

35. The Nobel Prize in literature has been awarded annually to an author from any country _________ has produced "in the field of literature the most outstanding work in an ideal direction".

A. which                B. who                         C. where               D. as

36. Though ______ of danger, sightseers have been flocking to the site where the world’s biggest terrorist Bin Laden lived.

A. warned         B. warning          C. being warned   D. having warned

37. Owing to the level of the damage to factories and infrastructure, it will be weeks or even months ________ the country’s supply chain returns to normal.

A. that           B. before                      C. when                D. since

38. ________ she was at the time of the murder was of major concern to the police that are investigating the case.

A. When                 B. Why                        C. Whether            D. Where

39. So _________ that even the people in the next room could hear him.

A. loudly he spoke                           B. he spoke loudly 

C. loudly did he speak                             D. loudly spoke did he

40. People may forget what you said or what you did, but they will never forget _______ you made them feel.

A. why                   B. how                         C. what                 D. that

 

Section B

Directions: 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. consideration   B. originally   C. involvement  D. finalized    E. sponsored F. increase        G. balanced    H. represent     I. proceed    J. included

The Man Booker Prize for Fiction is awarded every year for a novel written by a writer from the Commonwealth or the Republic of Ireland and it aims to ___(41)___ the very best in contemporary fiction. The prize was ___(42)___ called the Booker-McConnell Prize, which was the name of the company that ___(43)___ it, though it was better-known as simply the ‘Booker Prize’. In 2002, the Man Group became the sponsor and they chose the new name, keeping ‘Booker’.

Publishers can submit（提交） books for ___(44)___ for the prize, but the judges can also ask for books to be submitted they think should be ___(45)___. Firstly, the Advisory Committee give advice if there have been any changes to the rules for the prize and selects the people who will judge the books. The judging panel （评审团）changes every year and usually a person is only a judge once.

Great efforts are made to ensure that the judging panel is ___(46)___ in terms of gender and professions within the industry, so that a writer, a critic, an editor and an academic are chosen along with a well-known person from wider society. However, when the panel of judges has been ___(47)___, they are left to make their own decisions without any further ___(48)___ orinterference from the prize sponsor.

The Man Booker judges include critics, writers and academics to maintain the consistent（始终如一的） quality of the prize and its influence is such that the winner will almost certainly see the sales ___(49)___ considerably, in addition to the £50,000 that comes with the prize.

 

III. Reading Comprehension     

Section A

Directions: 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.

Auditing（旁听）classes at university is an ideal way of learning or trying out new areas of study without committing yourself.在大学里，蹭课是一种理想的学习方式，你可以不受约束地去尝试学习的新领域。
 You can study alongside fellow students without any ___(50)___ to participate in formal assessments or gain credits for your degree.你可以和其他同学一起学习，而完全不必去参加什么正式的学业评定，或是为自己的学位赚学分。

The trend of auditing university classes has ___(51)___ across universities. Recently, Fudan Postgraduate, a publication by Fudan University, even ___(52)___ a map guide on its campus. Altogether, it features 25 courses, including details of lectures, venues, times and recommendations. Students can design their own auditing ___(53)___ based on a handy map.蹭课文化已经席卷了各大高校。近日，复旦大学校刊《复旦研究生报》甚至还推出了一张“复旦蹭课地图”。地图上共标出25门公共课，其中包含课程细节、上课地点、时间以及推荐理由。有了这样一份便携地图，学生们便可以设计出自己的蹭课路线图。
正在复旦大学环境管理专业攻读硕士学位、22岁的朱燕妮（音译）说：“可以随意选择个性的学习单元或模块，完全不必为了挣学分、拿学位或奖学金而硬着头皮去完成这些学业，这让我们感到很放松。”
 Zhu, editor of the guide, said that she has ___(54)___ from the trend herself – she successfully moved from a bachelor’s degree in biochemistry to her current one after auditing classes. “Visiting classes helped me a lot. The teachers of outstanding courses seldom teach strictly according to textbooks, which is attractive to students. Their tutoring methods have ___(55)___ my mind,” Zhu said.她说：“旁听生涯带给我很大的帮助。由于大多精品课的老师不按教材上课，这样对于听课的学生而言就更有吸引力。他们的辅导方法也开阔了我的思想。”

Other students audit purely out of ___(56)___. Shi Shuai, 22, a senior majoring in administration management at Shantou University, attended courses in economics and finance for one year.还有一些学生蹭课纯粹是兴趣使然。来自汕头大学行政管理专业的大四学生、22岁的石帅（音译）就旁听了一年时间的经济、金融类课程。
 “It is a great way to explore professional knowledge outside your ___(57)___,” said Shi, who acquired the basics of accounting and finance management. 已经掌握会计及财务管理基础知识的石帅表示：“这是一种探索本专业外的其他专业知识的绝佳途径。”
“当你在读书馆上自习时，你无法感受到现场小组讨论或是一些专为学生设计的就业培训。”

Despite the ___(58)___ of learning in an open environment, university administrators remind us that there are still rules to follow.尽管在一个开放的环境中学习可谓益处颇多，高校的管理者却提醒我们蹭课让要有章可循。
 Not all classes accept outsiders, especially minority language classes and science modules. These are often taught in small groups to ensure the ___(59)___of learning, or require special equipment and individual instruction, which is only ___(60)___ to registered students who pay tuition fees.并非所有课程都向旁听者敞开大门，尤其是是小语种课程以及科学课程模块。它们通常会采用小组授课方式以保证学习效果，或是需要特殊设备及个性化教学，而这些课程只对那些交付学费的在册学生开放。

Regulations vary across departments and universities. According to Huang Xiaoxiong, a journalism teacher at Fudan University, students need to ensure that auditing a class is permitted. “It is about basic manners. You need to let the teacher know about your ___(61)___,” he explained. 不同大学、不同学院之间的规章制度而各不相同。来自复旦大学新闻系的黄晓雄（音译）老师称，学生需要确保蹭课是符合规定的。他解释说：“这事关基本礼貌的问题。你需要让老师知道你的存在。”
“It’s polite to greet the teacher when attending a course. Participate in discussions, but do not distract (使分心) others,” Huang added. “It’s okay to hand in homework assigned by the teacher, but expect general advice rather than careful correction.”黄晓雄表示：“听课时要礼貌地向老师问好。参加讨论而不是去打断别人。可以上交老师布置的家庭作业，但预计得到的会是一般性的建议，而非细致的批改。”

Auditing classes ___(62)___ or beyond one’s ability can be a waste of time, warns Xu Jun, 27, HR manager at Guangzhou Automobile Industry Group. “It’s good to audit some classes. But you have to manage your time well, as you can’t get any academic credit or formal ___(63)___ for these courses,” Xu suggested. 广州汽车工业有限公司人力资源部经理、27岁的徐军（音译）提醒道：“盲目或不自量力的蹭课可能是在浪费时间。去旁听一些课程这很好。但你必须同时管理好自己的时间，对于这些课而言，你既修不到学分也得到不正式认可。”
“Even though your interests are important, your ___(64)___ is the first thing to consider at university.”

50.     A. limitation               B. hesitation          C. obligation                D. tendency

51.     A. swept                       B. split                  C. smashed                   D. survived

52.     A. imposed                   B. inserted             C. extended                  D. released

53.     A. habit                        B. route                 C. data                         D. rule

54.     A. benefited                  B. transferred         C. suffered                   D. managed

55.     A. kept                         B. burdened           C. expanded                 D. changed

56.     A. kindness                   B. interest             C. pressure                   D. instinct

57.     A. major                      B. campus             C. control                            D. potential

58.     A. instructions              B. advantages        C. possibilities              D. qualifications

59.     A. effectiveness             B. uniqueness         C. consciousness            D. seriousness

60.     A. affordable                B. portable            C. adaptable                  D. available

61.     A. preference                B. existence           C. expectation               D. performance

62.     A. regularly                  B. purposefully      C. moderately               D. aimlessly

63.     A. education                 B. investigation      C. recognition              D. comment

64.     A. decision                   B. diligence           C. devotion                   D. degree

 

Section B

Directions: 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)

Marlon Brando is widely considered the greatest movie actor of all time. He was born in Omaha Nebraska in 1924. He was named after his father, a salesman. His mother, Dorothy, was an actress in the local theater.

Marlon Brando moved to New York City when he was 19 years old in 1943. He took acting classes at the New School for Social Research. One of his teachers was Stella Adler, who taught the "Method" style of realistic acting. The Method teaches actors how to use their own memories and emotions to identify with the characters they are playing.

Marlon Brando learned the Method style quickly and easily. Critics said he was probably the greatest Method actor ever. One famous actress commented on his natural ability for it. She said teaching Marlon Brando the Method was like sending a tiger to jungle school.

Marlon Brando appeared in several plays. He got his first major part in a Broadway play in 1947, at the age of 23. He received great praise for his powerful performance at Stanley Kowalski in Tennessee Williams' play, A Streetcar Named Desire. His fame grew when he acted the same part in the movie version, released in 1951.

Marlon Brando won the Best Actor Oscar for The God Father, but he rejected it. He sent a woman named Sasheen Littlefeather to speak for him at the Academy Awards ceremony. She said that Brando could not accept the award because of the way the American film industry treated Native Americans. The people at the Academy Awards ceremony did not like the speech. But some experts think the action helped change the way American Indians were shown in movies.

Marlon Brando acted in about forty movies. He was nominated for a total of eight Academy Awards. But he earned a "bad boy" reputation for his public outbursts and unusual behaviours. According to Los Angeles magazine, "Brando was rock and roll before anybody knew what rock and roll was". His later life was marked with family tragedies. His son Christian went to prison for killing his daughter Cheyene’s boyfriend. Cheyene later committed suicide. Brando became lonely. He worked occasionally for the money. But, in his prime, Marlon Brando was an actor other actors could only hope to become.

 

65.   According to the passage, the "Method" ______.

A. requires actors to use their imagination in acting
B. made Marlon Brando a great and famous actor
C. wasn't very difficult for Marlon Brando
D. can be most effectively learned in a jungle

66.   The speech at the Academy Awards ceremony ______ at the time.

A. made Sasheen Littlefeather well-known
B. was well-received by Native Americans
C. changed people's attitude to American Indians
D. received both positive and negative responses

67.   Which of the following is NOT true according to the passage?

A. Marlon Brando’s later life was troubled and unhappy.

B. A Streetcar Named Desire was later adapted into a movie.
C. Marlon Brando was the first rock star in USA.

D. As an actor, Brando’s talent was unparalleled.

68. The purpose of this passage is to ______.

A. inform us of Marlon Brando's attitude to civil rights movement
B. introduce Marlon Brando as one of the greatest actors
C. help us understand Marlon Brando's secret to success
D. instruct us how to become a great actor like Marlon Brando

Excerpt

INTRODUCTION

The Freedom Writers Diary Teacher’s Guide takes students through a three-stage process that will maximize their understanding of The Freedom Writers Diary 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 presented–which mirrors the timeline in The Freedom Writers Diary. The activities in Enlighten Your Students and Empower Your Students 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 Teacher’s Guide. Teachers can implement activities in one class period or over multiple days.


The Engage, Enlighten, and Empower Model

Engage 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 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, topics, 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 Freedom 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 changes 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 Teachers 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 elements: 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 Modalities

Many of the Freedom Writers struggled with learning disabilities (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 wacky 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 beings 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-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 clips), 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 Graphics

I found that traditional note taking 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 my 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, 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 contributors 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 Writing

To mirror the Freedom Writer experience, we recommend that you provide journals for your students prior to reading The Freedom Writers Diary.
By 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, reflecting 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 or 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 potential for powerful self-expression and deeply effective storytelling.

The Teacher’s 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 other’s prose for a specific purpose, they 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 Standards

The Freedom Writers Diary can easily be taught as literature on its own. However, using this Teacher’s 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, 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). 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 you 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 Assessment

Standardized tests are a reality of our educational 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 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 demonstrate 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 Teacher’s Guide employs multiple forms of authentic assessment:

• Visual graphics: The graphics associated with 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 assignments, 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 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 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, students develop critical thinking skills that serve them in testing environments and in the world at large.


Now It's Your Turn

Within the engaging, enlightening, and empowering lesson plans in the Teacher’s Guide, you will find the key ingredients for cooking up success in your own classroom. We want to emphasize that The Freedom Writers Diary and the accompanying Teacher’s 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 for 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, and voices of your students as they read The Freedom Writers Diary and engage in the activities contained in this Teacher’s Guide.


Mandated Reporting

You 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 neglect 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.


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ENGAGE YOUR STUDENTS

The Engage Your Students lesson plans allow 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 vulnerabilities. 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 styles 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 within 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 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 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 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 students 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 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 www.films.com.)


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LESSON PLAN FORMAT

The lesson plans for the Engage Your Students section of the Teacher’s 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 pedagogical reasoning behind the activity derived from my classroom.
• Ms. G’s Tips: Provides anecdotal advice from my personal experience.
• What You’ll 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 our 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 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 from 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 standards that are met by each activity.

 

(B)

Learning English Video Project

1. Encounters in the UK (17 minutes) Watch | Comments Encounters in the UK is the first film in this documentary mini-series. It tells the story of four girls from different countries who travel to Cambridge in England to study English and stay with local families in what is called a "homestay" arrangement. For the four girls the homestay arrangement is a positive experience. As one of the homestay hosts explains: "It's going to be a great experience, not only in terms of learning English, but in learning about life." Watch with: subtitles | transcript | no subtitles | Comments

2. Stories from Morocco (16 minutes) Watch | Comments Set in Casablanca, Morocco, this film features footage and interviews focusing on key questions such as "Why are people learning English?" and "What tips and advice can learners offer?" Staff and learners discuss the advantages and challenges of English language learning in Morocco. Interviewees touch on a variety of topics including British vs. American accents, multi-level classrooms, and the similarities of English to French and Spanish. Watch with Subtitles | Watch without Subtitles |  Comments

3. Thoughts from Brazil (17 minutes) Watch | Comments Like Insights from China, Thoughts from Brazil also looks at modern trends in learning English, especially for children and teens. It will be of particular interest to all those who long for a learning experience that is more interactive and communicative. Teens and young adults will find new ideas for combining personal interests such as music, gaming and social media with self-study. As Daniel Emmerson talks to learners and teachers of English in Sao Paulo, Brazil, he discovers that many of them have found for themselves the principle of learning by doing and have readily adapted it to the Internet era. Watch with Subtitles | Watch without Subtitles | Comments

 

69. From the passage we can conclude that “Learning English Video Project” is most probably ________.

A. an online language learning course          B. audio documents on language learning

C. a series of short video programs                     D. a set of films on English-speaking countries

70. If someone is interested in the comparison between English and other languages, he might be interested to watch __________.

       A. Encounters in the UK                           B. Stories from Morocco

C. Thoughts from Brazil                            D. Insights from China

71. What can we know about English learning in Sao Paulo, Brazil?

A. Classroom teaching is more interactive and communicative.

B. Homestay arrangement provides positive experience for learners.

C. The Internet and games plays a major role in language learning.

D. The principle of learning by doing is widely accepted by learners.

 

(C)

It is found that American students spend less than 15% of their time in school. While there’s no doubt that school is important, a number of recent studies reminds us that parents are even more so. A study published earlier this month by researchers at North Carolina State University, for example, finds that parental involvement — checking homework, attending school meetings and events, discussing school activities at home — has a more powerful influence on students’ academic performance than anything about the school the students attend. Another study, published in the Review of Economics and Statistics, reports that the effort put forth by parents (reading stories aloud, meeting with teachers) has a bigger impact on their children’s educational achievement than the effort devoted by either teachers or the students themselves. And a third study concludes that schools would have to increase their spending by more than $1,000 per pupil in order to achieve the same results that are gained with parental involvement.

So parents matter. But it is also revealed in researches that parents, of all backgrounds, don’t need to buy expensive educational toys or digital devices for their kids in order to give them an advantage. They don’t need to drive their offspring to enrichment classes or test-preparation courses. What they need to do with their children is much simpler: talk.

But not just any talk. Recent research has indicated exactly what kinds of talk at home encourage children’s success at school. For example, a study conducted by researchers at the UCLA School of Public Health and published in the journal Pediatrics found that two-way adult-child conversations were six times as potent in promoting language development as the ones in which the adult did all the talking. Engaging in this reciprocal（双向的) back-and-forth gives children a chance to try out language for themselves, and also gives them the sense that their thoughts and opinions matter.

The content of parents’ conversations with kids matters, too. Children who hear talk about counting and numbers at home start school with much more extensive mathematical knowledge, report researchers from the University of Chicago. While the conversations parents have with their children change as kids grow older, the effect of these exchanges on academic achievement remains strong. Research finds that parents play an important role in what is called “academic socialization” — setting expectations and making connections between current behavior and future goals. Engaging in these sorts of conversations has a greater impact on educational accomplishment.

 

72.   Parents are even more important than schools in that ______.

A. parental involvement makes up for what schools are not able to do
B. teachers and students themselves do not put in enough effort
C. parental involvement saves money for schools and the local government
D. students may well make greater achievements with parents' attention

73.   It can be inferred from the 2^nd paragraph that ______.

A. educational toys are unaffordable nowadays
B. digital devices can give children an advantage
C. some parents believe in enrichment classes
D. talking with children is a very simple task

74.   The word "potent" is closest in meaning to ______.

A. powerful           B. difficult            C. necessary                  D. resistant

75.  Which of the following will more encourage children's success at school according to the passage?

A. Parents order their children to stop playing video games.
B. Parents discuss with their children the possible future career.
C. Parents lecture their children on getting too low marks on tests.
D. Parents introduce colleges around the US to their children.

 

Section C

Directions: 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.     Don't neglect using the web. B.      Get your facilities ready. C.      Make paying for your items or service convenient. D.     Move forward and get started. E.      Put together a business plan.  F.      Include a section on financing.

Starting Your Own Business

 

76.

Start with an idea. This doesn't have to be a brand new invention or new product. In fact, many successful small businesses have found a way to deliver an existing service more efficiently or economically or have customized an existing product or service. Evaluate your competitors - how many competitors, how strong are they, where are they, how will you compete. State what is required to enter this market, barriers to entry such as high fixed costs (factories, restaurants) and government regulations that must be met.

77.

This doesn't mean build a big factory or a fancy office. It simply means keep accurate customer records, a clean set of updated books and a technology foundation, if necessary. One of the downfalls of many small businesses is that they don't know if they're making or losing money (i.e. the need for a clean set of books). Another downfall is when small business owners try to sell their company years later but lack accurate customer history and customer information.

78.

Once you know you can be profitable take the leap and get started. Besides getting business supplies or advertising, plan ahead by establishing some new business clients ahead of time. If your business is unlike a restaurant, that physically needs to wait for customers to walk into its doors, establish accounts ahead of time. In this way, you will have pre-planned future receivables to look forward to.

79.

Use every technology available that will give your business a competitive advantage. The internet is a customers’ research tool. Help future customers learn more about you and the details about what you sell and why your products or services are different and better for them than other competitors.  

80.

Carrying cash can be risky. Therefore, most people choose to carry Visa, Mastercard, American Express and Discover. All these credit cards are part of our everyday life when it comes to making purchases. Debit cards are especially popular. So, along with having a sales counter cash register, get set up to accept credit cards for your business. To do this, also purchase a new credit machine.

 

Section D

Directions: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words.

If you need another reason to give thanks at the dinner table on Thanksgiving Day, how’s this: people who maintain an “attitude of gratitude” tend to be happier and healthier than those who don’t, according to an instructive article this week in the Wall Street Journal.

The WSJ’s Melinda Beck reports that adults who feel grateful have “more energy, more optimism, more social connections and more happiness than those who do not, according to studies conducted over the past decade. Now a new study conducted by researchers at Hofstra University — the results of which are set to be published in an upcoming issue of the Journal of Happiness Studies — finds similar benefits of gratitude for adolescents as well.

Dr. Jeffrey J. Froh, assistant professor of psychology and lead researcher of the new study, surveyed 1,035 students aged from 14 to 19 and found that grateful students reported higher grades, more life satisfaction, better social integration and less envy and depression than their peers who were less thankful and more materialistic. Additionally, feelings of gratitude had a more powerful impact on the students’ lives overall than materialism.

What the majority of the research suggests is that gratitude should be chronic（长期的） in order to make a lasting difference in well-being. Dr. Robert Emmons, professor of psychology at the University of California, Davis, and a pioneer in gratitude research, told the WSJ that in order to reap（收获）all of its benefits, feeling gratitude must be rooted into your personality, and you must frequently acknowledge and be thankful for the role other people play in your happiness: “The key is not to leave it on the Thanksgiving table,” he said.

For older children and adults, one simple way to cultivate gratitude is to literally count your blessings. Keep a journal and regularly record whatever you are grateful for that day. Be specific. Listing “my friends, my school, my dog” day after day means that “gratitude tiredness” has set in, Dr. Froh says. Writing “my dog licked my face when I was sad” keeps it fresher. The real benefit comes in changing how you experience the world. Look for things to be grateful for, and you’ll start seeing them.

Studies show that using negative, insulting words — even as you talk to yourself — can darken your mood, as well. Fill your head with positive thoughts, express thanks and encouragement aloud and look for something to be grateful for, not criticize, in those around you, especially loved ones.

 

81.   According to the article in the Wall Street Journal, people who don’t maintain an “attitude of gratitude” tend to be ______________.  

82.   What are the major findings of the new study at Hofstra University about?

83.   According to the passage, how can people probably avoid “gratitude tiredness”?

84.   In order not to darken our moods, we’d better stop ________________.

第II卷（共45分）

I .    Translation

Directions: Translate the following sentences into English, using the words given in the brackets.

1.       每个市民都应自觉遵守交通法规。（observe）

2.       那个小伙子的幽默感给面试官们留下了深刻印象。（impression）

3.       虽然网上的信息应有尽有，但要辨别真伪也绝非易事。(available)

4.       良好的睡眠有助于释放身心压力，而睡眠不足很可能导致各种疾病。（while）

5.       考虑到中心城区房价高，很多人选择住在市郊，而地铁就成为他们最经济便捷的一种通勤方式。（so）

 

II.    Guided Writing

Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese.　　

假设你叫李华，你的同班同学小明觉得自己的手机太旧，想买个最新的Iphone5，可是他的父母不同意，为此他很苦恼。请你给他写封信，谈谈你的看法。

(注意：短文中不得出现考生姓名、校名及其他相关信息，否则不予评分。)

2012学年第一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                        2013.1

 

I . Listening Comprehension (1-10小题每题1分，11-16小题每题2分)

1-5 DABCC               6-10 AACBC         11-13  CCA               14-16  DAB

17. publishing             18. manager        19. domestic               20. third/3^rd

21. maintaining their grades                       22. school performance

23. anxious or empty                                 24. take a walk

 

 

II. Grammar and Vocabulary  (25-49小题每题1分)

Section A     25-29 CBBAB      30-34 BDACB       35-39 BABDC      40 B

 

Section B    41. H  42. B  43. E  44. A  45. J  46. G    47. D      48. C      49. F

 

 

III. 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 A     50-54 CADBA     55-59CBABA       60-64 DBDCD

Section B     65-68 CDCB        69-71 CBD          72-75 DCAB

Section C 　76. E  77. B  78. D  79. A  80. C

Section D     

81.   less happy and healthy

82.   Benefits of gratitude for adolescents. / Adolescents benefit from feeling gratitude.

83.   By regularly recording specific things they are grateful for.

84.  using negative, insulting words

 

第二卷

I.        Translation

1.       Every citizen must observe the traffics rules/regulations consciously/ of his own free will.

2.       The young man’s sense of humor left/made/left a deep impression on the interviewers.

3.       Although all kinds of information are available online, it is no easy job/task to tell/judge which is true.

4.       A good sleep helps you relieve physical and mental stress while insufficient sleep may lead to various diseases.

5.       Considering the high housing prices in the central city (area), many people are choosing to live in suburban areas, so the subway becomes their most convenient and economical commuting way/way of getting to work.