第二節(jié) 書(shū)面表達(dá)（滿(mǎn)分25分）

下圖描述了一種令家長(zhǎng)和老師擔(dān)憂(yōu)的現(xiàn)象，部分學(xué)生（甚至是即將面臨高考的學(xué)生）在學(xué)習(xí)過(guò)程中，為了不費(fèi)精力腦力地完成作業(yè)而利用網(wǎng)絡(luò)抄襲的現(xiàn)象。請(qǐng)根據(jù)你對(duì)該圖的理解寫(xiě)一篇英語(yǔ)短文，詞數(shù)120左右。內(nèi)容包括（可適當(dāng)增加細(xì)節(jié)，使行文連貫）：

（1）簡(jiǎn)要闡述圖片反映的現(xiàn)象； （2）分析造成該現(xiàn)象的原因（至少兩點(diǎn)）； （3）提出自己的看法。

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科目：高中英語(yǔ) 來(lái)源：2015屆安徽師大附中高二下學(xué)期期中考試英語(yǔ)試卷（解析版） 題型：完形填空

I believe that families are not only blood relatives, but sometimes people who show up and love you when no one else will.

In May 1977, I was living in a Howard Johnson’s motel off Interstate 10 in Houston. My dad and I a room with two double beds and a bathroom was too for a 15-year-old girl and her father. Dad’s second marriage was and my stepmother had us both out of the house the previous week. Dad had no _ what to do with me. And that’s when my other family .

Barbara and Roland Beach took me into their home their only daughter, Su, my best friend, asked them to. I with them for the next seven years.

Barbara washed my skirts the same as Su’s. She I had lunch money, doctors’ appointments, help with homework and nightly hugs. Barbara and Roland attended every football game where Su and I were being cheerleaders. I could tell, for the Beaches there was no between Su and me; I was their daughter, too.

When Su and I college they kept my room the same for the entire four years I attended school. Recently, Barb presented me with an insurance policy they bought when I first moved in with them and had continued to pay on for 23 years.

The Beaches knew about me when they took me in – they had heard the whole story from Su. When I was seven, my mother died and from then on my father relied on other people to _ his kids. Before I went to live with the Beaches I had believed that life was entirely __ and that love was shaky and untrustworthy. I had believed that the only person who would take care of me was me.

the Beaches, I would have bee a bitter, cynical (憤世嫉俗的) woman. They gave me a(n) that allowed me to grow and change. They kept me from being paralyzed(使麻痹，癱瘓) by my _ , and they gave me the confidence to open my heart.

I family. For me, it wasn’t the family that was there on the day I was , but the one that was there for me when I was living in a Howard Johnson’s on Interstate 10.

1.A. lived B. shared C. possessed D. bought

2.A. cheap B. noisy C. small D. limited

3.A. in trouble B. in sight C. in place D. in parts

4.A. struck B. removed C. kicked D. knocked

5.A. plan B. choice C. chance D. idea

6.A. looked after B. showed up C. turned over D. came across

7.A. so B. because C. until D. while

8.A. worked B. traveled C. lived D. learned

9.A. worked out B. called up C. watched out D. made sure

10.A. As long as B. As far as C. As soon as D. As many as

11.A. change B. problem C. conflict D. difference

12.A. set off B. left for C. entered into D. admitted into

13.A. all B. little C. something D. nothing

14.A. supply B. teach C. encourage D. raise

15.A. different B. unfair C. easy D. hopeful

16.A. Thanks to B. In spite of C. Except for D. But for

17.A. home B. house C. ability D. lesson

18.A. choice B. failure C. past D. present

19.A. doubt about B. call on C. center on D. believe in

20.A. born B. accepted C. educated D. deserted

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科目：高中英語(yǔ) 來(lái)源：2014-2015學(xué)年遼寧省高三12月月考英語(yǔ)試卷（解析版） 題型：閱讀理解

C

The creative projects of World Food Program (WFP) focused on preventing hunger from taking hold in the future and breaking the cycle of hunger. Here are some of the ways in which we work to prevent hunger in the future:

School Meals

As well as directly addressing hunger, School Meals projects encourage families to keep their children in school and help them build better futures. If children aren’t hungry they will concentrate on their lessons. With a solid education growing children have a better chance of finding their own way out of hunger. These projects benefit girls especially. For more information: www.wfp.org/schools meals.

Food for Assets（有用的人）

WFP’s Food for Assets projects provide the hungry with food to lay the foundation for a better tomorrow. When poor farmers no longer have to worry about the next meal, they have the time and energy to build irrigation（灌溉） systems that can increase production. Similarly, Food for Training projects allow the poor to devote time to learning skills that will sustain（維持） them economically in the future. For more information: www.wfp.org/food-assets.

HIV/AIDS

WFP uses its food rations(配給) to reduce the blow of HIV and AIDS. The agency distributes its rations to people living with HIV and AIDS, so they can keep providing for their families for longer and have time to transfer vital knowledge and skills to the growing number of AIDS children--the next generation of food providers in developing countries. For more information: www.wfp.org/hiv-aids.

Purchase for Progress

WFP buys large amounts of food in developing countries. It has this purchasing power and uses it to help poor farmers contact reliable markets where they can get competitive prices for their produce. With secure markets, farmers will be encouraged to produce more and innovate(創(chuàng)新).The knock-on effect is producing more food for everyone. For more information: www.wfp.ofp/purchase-progress.

1.The text is written with the purpose of ____.

A. seeking solutions to some hot issues

B. introducing some of WFP’s projects

C. raising money for the people in need

D. calling readers’ attention to the poor

2.The farmers who want to receive some training should visit_____.

A.www.wfp.org/hiv-aids

B.www.wfp.org/food-asset

C.www.wfp.org/purchase-progress

D.www.wfp.org/school-meals

3.AIDS children can benefit from food rations in that_____.

A. they no longer go hungry

B. they can take care of their parents

C. they don’t have to worry about food

D. they can learn more skills from their parents

4.By buying large amounts of food in developing countries, WFP aims to ____.

A. help farmers to increase their income

B. encourage farmers to produce more food

C. introduce new ways of farming to farmers

D. motive farmers to plant different kind of crops.

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下面這幅圖展現(xiàn)了我國(guó)大學(xué)熱門(mén)專(zhuān)業(yè)的變遷。請(qǐng)根據(jù)你對(duì)這幅圖的理解用英語(yǔ)寫(xiě)一篇短

文。

Popular University Majors in China

Maths Civil Engineering

Physics International Finance Computer science Automation Engineering

Chemistry International Trade Telecommunications Engineering

In the early 1980s In the 1990s Around 2000 In 2014

你的短文應(yīng)包含以下內(nèi)容：

1.簡(jiǎn)要描述上圖中熱門(mén)專(zhuān)業(yè)的變遷（30詞左右)；

2.分析變遷的原因（1-2個(gè))；

3.介紹你未來(lái)的專(zhuān)業(yè)選擇并說(shuō)明原因（1-2個(gè))。

注意：

1.可參照?qǐng)D片中文字及下面文章開(kāi)頭所給提示作必要發(fā)揮。

2.詞數(shù)150左右。開(kāi)頭部分已寫(xiě)好，不計(jì)入詞數(shù)。

3.作文中不得提及考生所在學(xué)校和本人姓名。

Over the past 30 years, China has witnessed great changes in popular university majors.__________

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—Do you know the story of Niulang and Zhinu?

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It was in the small house ___ was built with stones by his father ____ he spent his childhood.

A. which; that B. which; which

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一些父母經(jīng)常翻看自己孩子的書(shū)包、日記甚至網(wǎng)上聊天記錄(chat records)，請(qǐng)你就這一現(xiàn)象談?wù)勛约旱目捶ā?/p>

注意：1,詞數(shù)120左右；

2．可根據(jù)要點(diǎn)適當(dāng)增加細(xì)節(jié)，以使行文連貫。

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—When shall we start the reconstruction of the old buildings?

—Not until_ by the local government．

A．will our program be approved

B．our program will be approved

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科目：高中英語(yǔ) 來(lái)源：2014-2015學(xué)年重慶一中高三上學(xué)期期中考試英語(yǔ)試卷（解析版） 題型：閱讀理解

E

A German study suggests that people who were too optimistic about their future actually faced greater risk of disability or death within 10 years than those pessimists( 悲觀(guān)者)who expected their future to be worse.

The paper, published this March in Psychology and Aging, examined health and welfare surveys from roughly 40,000 Germans between ages 18 and 96. The surveys were conducted every year from 1993 to 2003.

Survey respondents (受訪(fǎng)者) were asked to estimate their present and future life satisfaction on a scale of 0 to 10, among other questions.

The researchers found that young adults (age 18 to 39) routinely overestimated their future life satisfaction, while middle-aged adults (age 40 to 64) more accurately predicted how they would feel in the future. Adults of 65 and older, however, were far more likely to underestimate their future life satisfaction. Not only did they feel more satisfied than they thought they would, the older pessimists seemed to suffer a lower ratio (比率) of disability and death for the study period.

“We observed that being too optimistic in predicting a better future than actually observed was associated with a greater risk of disability and a greater risk of death within the following decade,” wrote Frieder R. Lang, a professor at the University of Erlangen-Nuremberg.

Lang and his colleagues believed that people who were pessimistic about their future may be more careful about their actions than people who expected a rosy future.

“Seeing a dark future may encourage positive evaluations of the actual self and may contribute to taking improved precautions (預(yù)防措施),” the authors wrote.

Surprisingly, compared with those in poor health or who had low incomes, respondents who enjoyed good health or income were associated with expecting a greater decline. Also, the researchers said that higher income was related to a greater risk of disability.

The authors of the study noted that there were limitations to their conclusions. Illness, medical treatment and personal loss could also have driven health outcomes. However, the researchers said a pattern was clear. “We found that from early to late adulthood, individuals adapt their expectations of future life satisfaction from optimistic, to accurate, to pessimistic,” the authors concluded.

1.According to the study, who made the most accurate prediction of their future life satisfaction?

A. Optimistic adults.

B. Middle-aged adults.

C. Adults in poor health.

D. Adults of lower income.

2.Pessimism may be positive in some way because it causes people ______.

A. to fully enjoy their present life

B. to estimate their contribution accurately

C. to take measures against potential risks

D. to value health more highly than wealth

3.How do people of higher income see their future?

A. They will earn less money.

B. They will become pessimistic.

C. They will suffer mental illness.

D. They will have less time to enjoy life.

4.What is the clear conclusion of the study?

A. Pessimism guarantees chances of survival.

B. Good financial condition leads to good health.

C. Medical treatment determines health outcomes.

D. Expectations of future life satisfaction decline with age.

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