2012学年淞浦中学高一第二学期英语期末试卷

本试卷满分100分   考试时间90分钟

命题人： 范鸣芳                              审核人：汪晓艳

考生诚信誓词：

“我是一名光荣的高中生，我珍惜我的荣誉。我将以诚实守信的态度完成此次考试。我以我的人格和名誉保证：决不作弊。”

 

第I卷(共84分)

II. Grammar and Vocabulary

Section A　15％

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. Your shoes are different from mine ______size and shape.

   A. on               B. about           C. from           D. in

26. I had great difficulty _______the suitable food on the menu in our school canteen.

   A. find             B. found            C. finding         D. to find

27. It is Western health-care systems that ______spending huge sums of money on the surgical  treatment of the heart disease.

   A. is                B. are               C. was           D. were

28. ________to climb a high mountain and enjoy the scenery at the top.

   A. What fun it is      B. What fun is it       C. What a fun it is  D. What a fun is it

29. Shanghai has gone through such great changes in recent few years and it is no loner ____it was when the Chinese-American came five years ago.

   A. that              B. what              C. when         D. until

30. It is a fact that no one can deny that one is gaining experience ____he is aging.

   A. as               B. when              C. with          D. as if

31. ­­­­­_______at the school gate on schedule, or we will leave without you.

   A. To arrive         B. Did arrive           C. Does arrive    D. Do arrive

32. We are trying to find out the secret of _____repaired the broken chairs and desks last weekend.

   A. whoever         B. whomever           C. who          D. whom

33. Great changes _______in the mountain village in the last few years. For example, electric lamps have taken the place of oil ones.

   A. took place        B. were taken place     C. have taken place  D. have been taken place

34. ________the aircraft will arrive on time is still unknown.

   A. If               B. That               C. Whenever      D. Whether

35. The reason ____he was punished by the teacher was that he copied his deskmate’s  homework.

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

36. Today we have chat rooms, text messaging, e-mailing…but we seem _____the art of communicating face to face.

A. losing               B. to be losing        C. to be lost         D. having lost

37. We are terribly sorry to hear the news ______a school bus with 35 children on it was washed away by the flood.

   A. that             B. which             C. what           D. /

38. ______electricity plays an important part in our daily life?

A. Why was it that   B. Why is it that       C. Why is it        D. Why it is

39. Most parents believe that the hard work for their school kids ______ later in their lives.

       A. has repaid       B. has been repaid        C. will repay        D. will be repaid

40. Microblog is a platform ______ people can express their thoughts, show their daily life and communicate with each other by sending post.

       A. what                 B. which               C. where               D. when

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. matches	B. accurate（精确）	C. emotions	D. informs	E. difficulties
F. interested	G. promises	H. applications	I. negative	J. monitors（监视）

 

Going on a date (约会) can be a fearful experience for most of us. But now a pair of “social X-Ray” glasses   41   to tell you exactly what the other person is thinking—and when you should stop talking.

The glasses have a camera the size of a grain of rice which is put into the glasses’ frame and connected with a wire to a small computer which can be attached to the user’s body. The camera   __42   the other person’s facial expressions and   43   them up with 24 known features which convey   44  . How long and how often 24 “feature points” appear on the subject’s face are then analyzed by software developed by a team of Massachusetts Institute of Technology (MIT). This data is then compared with a bank of expressions and the computer tells the wearer through an earpiece(耳机) and lights on the glasses what their date（约会对象） is thinking. In a traffic light-style system, a red light means   45  , yellow means they are a little   46   and green means your date is happy.

The glasses are currently under development by researchers at MIT’s Media Lab. They say that wearing them during a conversation with another person is like having an “extra sense”.

The glasses were developed for people suffering from autism(自闭症) who have    47__    interacting with others, but now the team behind it has seen wider   48  .

So far the glasses are still a work in progress and have been   49   just 64 percent of the time, a figure which is expected to improve with further tests.

 

III. Reading Comprehension

Section A　１０％

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.

       Over weight has been a great concern for some people. In an attempt to keep normal weight, people have   50   tried various methods. Nevertheless, not all the ways are   51
when it comes to health. For weight loss, many people   52   the high-protein, low-carbohydrate (碳水化合物) diets. However, such diets might have   53   harmful long-term effects on the colon (结肠), a small study indicates.

       In the study, UK researchers found that a protein-heavy, low-carbohydrate diet created certain   54   in the colon that could lead to colon cancer risk. The study itself does not show whether high-protein diets really raise the   55   of any colon diseases, but the findings raise that possibility.

       Diets   56   high in protein and lower in carbohydrates have been shown to help heavy people lose weight. “People should not be   57   from losing weight,” Dr Flint said.  58  , he added, they should make sure that any weight loss plan includes adequate amounts of fiber (纤维) and a high protein over months to years might have ill effects on the colon.

       The findings are based on seventeen overweight men who   59   three short-term diets: a one-week menu plan to keep their weight; a four-week high-protein diet with   60  amounts of carbohydrates; and a four-week high-protein diet low in carbohydrates.

       On average, the study found when the men were on the high-protein diets, they had higher levels of substances known as N-nitrous compounds (亚硝基化合物) that have been  61   cancer. And when they were on the high-protein, low-carbohydrate diet, they had lowered amounts of fiber-originated compounds (源自纤维的混合物) thought to be protective against   62  .

       Exactly what those changes might mean for a person’s health is   63  ; But Flint said that the findings suggest that people should be aware of consuming too much protein and too little fiber over a long period.   64  , experts recommend that adults get about 28 grams of fiber per day—though it’s not known whether that’s enough for someone on a high-protein weight-loss diet.

50.   A. successfully       B. painfully           C. occasionally       D. immediately

51.   A. helpless             B. cheap                C. useless       D. beneficial

52.   A. make up            B. come across       C. turn to              D. get on

53.   A. potentially         B. additionally              C. frequently         D. definitely

54.   A. anxieties           B. actions                     C. changes             D. diets

55.   A. treatment          B. function            C. process              D. risk

56.   A. directly             B. relatively           C. basically            D. precisely

57.   A. discouraged       B. reminded           C. protected           D. persuaded

58. A. Moreover          B. Therefore          C. Meanwhile        D. However

59.   A. recommended    B. offered             C. followed           D. discovered

60.   A. reasonable         B. unknown           C. realistic             D. similar

61.   A. taken from        B. linked to           C. held up             D. based on

62.   A. health               B. diet                   C. cancer               D. protein

63.   A. critical                     B. believable          C. sensible             D. unclear

64.   A. For sure            B. In general          C. All in all           D. In short     

 

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

The custom of playing tricks on friends on April 1^st is believed to have originated in France in the middle of the 16^th century.

Before that time, one calendar was used throughout Europe. Under this calendar, each new year began on April 1^st. On that day, people celebrated by exchanging gifts and visiting each other. 

Then in 1564, King Charles IX of France adopted a new calendar and ordered that each new year was to begin on January 1^st. However, while most people followed their king’s order, there were some who did not like the idea of the change and refused to accept the New Year’s Day.

These people soon became the butt of jokes and tricks by their friends and neighbours because they continued to observe April 1^st as New Year’s Day. These friends and neighbours sent mock gifts, invited these people to fake parties, and played tricks on them because they were “April Fools”, people who insisted on their New Year’s Day.

 

65. ________________, each new year began on April 1^st.

   A. After 1564                                                    B. Before 1564

   C. After the 16^th century                                     D. Before the 16^th century

66. Some people were called “April Fools” because ________________.

   A. they still wanted to keep the custom

   B. they liked “April Fools”

   C. they played tricks on others

   D. they wanted to be “April Fools”

67. From the story we know _________________.

   A. “April Fools” insisted on their New Year’s Day on January 1^st

   B. people were very happy on April Fool’s Day

   C. “April Fools” hated their French king

   D. April Fool’s Day is a custom of making fun of friends

 

(B)

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.

68.   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

69.   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

70.   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.

71. 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 BrandoExcerpt

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.


***

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.)


***

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.

(C )

 

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

72. 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

73. 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

74. 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.

Section D

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

       At present, in many American cities especially, many teachers in the public schools say they are underpaid. They point to jobs such as secretary or truck driver, which often pay more to start than that of a teacher. In many other fields, such as law, medicine, computer science, a beginning worker may make more than a teacher who has taught for several years.

       Teaching has never been a profession that attracted people interested in high salaries. It is by history a profession that has provided rewards in addition to money—the satisfaction of sharing knowledge, of influencing others, of guiding young people. But in the past several years, there are more difficulties in teaching, for many, than there are rewards.

    Unruly (不守规矩的) students, especially in big cities, large classes and a lack of support from the public in terms of money and understanding have led many public school teachers to leave the profession.

       As a result, many of the best students, who would have chosen teaching as their life career in the past, are going into other fields.

       Another reason for this change in teacher candidates is the changing status of women in the United States. Until the late 1960s and 1970s, one of the most popular choices for women was teaching. But as other professions, such as law and medicine opened up to women, women stopped pouring into teacher training programs. Thus, excellent candidates for the teaching profession declined.

       Bit by bit government officials and others realized that the status of the teacher had suffered. They talked about change. But the change in a vast society like the United States is not easy. People’s attitudes have formed over many years, and sometimes change takes many years.

         (Note: Answer the questions or complete the statements in NO MORE THAN TEN WORDS.)

75.   Many teachers in the public schools of America are complaining ____________________.

76.   What is the consequence(后果) of the public school teachers’ leaving the profession?

 

第II卷 （16分）

I. Translation

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

77. 考试作弊无用。（use）

78. 更糟的是，他在教室里突然哭了起来。（burst）

79. 地址若有变动，请及时通知我们。 (inform)

80正是因为他的粗枝大叶才使他的英语期末考试不及格。 （It）

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

 

  淞浦中学2012学年第二学期高一期末考试答题纸

考生诚信誓词：

“我是一名光荣的高中生，我珍惜我的荣誉。我将以诚实守信的态度完成此次考试。我郑重地在(答题纸)左侧密封栏签上我的姓名。我以我的人格和名誉保证：决不作弊。

第I卷                

Part I. Listening

17.___________               18._____________

19.___________               20._____________

Part III. Reading Comprehension

(Note: Answer the questions or complete the statements in NO MORE THAN TEN WORDS.)

75.____________________________________________________________________

76.____________________________________________________________________

第II卷

I. Translation

 

77.__________________________________________________________________

 

78.__________________________________________________________________

 

  __________________________________________________________________

 

79.__________________________________________________________________

 

80.__________________________________________________________________

 

__________________________________________________________________

 

81___________________________________________________________­­­­_______

 

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