任務(wù)型閱讀 (共10小題; 每小題1分，滿分10分)
請(qǐng)認(rèn)真閱讀下列短文，并根據(jù)短文的內(nèi)容要點(diǎn)完成文章后的表格列單。
注意：補(bǔ)全填空應(yīng)符合語法和搭配要求，每格只填一個(gè)單詞。
Even British People Can’t Speak English Properly
There are different regional accents across the UK, and a number of regions have several different dialects, that is, they have their own unique vocabulary and grammatical phrases. There were at least six different accents born to London the last time I counted.
Worse than that, it is not just where a person is born in the UK that decides their accent. For example, a language and its accents often vary across class or level of education. Another example is how language can differ among age groups in the UK. The words and pronunciations used by young people in the UK can be radically different compared with those used by adults.
Yoof culture
The word ‘yoof’ is a slang spelling of ‘youth’. Some people consider ‘yoof’ to be a negative term, since its pronunciation is easier and lazier than ‘youth’. Other people see the term as positive, because it describes how young people are creating their own language, concepts and identity. When people find it difficult to understand their children, the children can say more things than without censorship(審查，檢查) of their parents. In this way, young people are starting to find freedom, independence and self-expression. They are creating a ‘yoof culture’.
It is not possible to come up with a complete list of words used by yoof. By the time the list was completed, it would be out of date. New words come and go like fashions. However, a few features of the yoof style of language are as follows:
◆instead of saying something like ‘That’s good!’ or ‘I understand’, yoof will use a single adjective like ‘Safe!’, ‘Sorted!’, ‘Sound!’, ‘Cool!’ or ‘Wicked!’.
◆instead of ‘He then said no!’, yoof will say ‘She was like: no!’
◆Instead of ‘She’s attractive!’, yoof will say ‘She’s fine!’ or ‘She’s fit!’
◆Instead of ‘I don’t care!’, a yoof will say ‘Whatever!’.
New social and political language
Certain groups of society feel threatened by ‘yoof culture’ or by the British working classes having more social freedom. As a result, a negative term now commonly used in the UK is ‘chav’. It is insult and is meant to describe someone who is uneducated and anti-social (e.g. ‘He’s a chav!’). A young person who wears a jacket with a hood(風(fēng)帽，頭巾) (after all, it rains a lot in the UK) is sometimes called a ‘hoodie’. It is a negative term and suggests that the young person is interested in committing crime.
Where does that leave us?
Learners of English often feel that the best test of their English is how well they can talk to a native speaker. Yet learners should not worry about communicating with native speakers so much. Research conducted by the British Council shows that 94 per cent of the English spoken in the world today is spoken between non-native speakers of the language. In fact, when we think about ‘international English’, there is no such thing as native or non-native speakers. The UK no longer owns the English language.
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科目：高中英語
來源：北京市石景山區(qū)2010屆高三下學(xué)期統(tǒng)一測(cè)試一
題型：完型填空
第二節(jié)完型填空（共20小題；每小題1.5分，滿分30分）
閱讀下面短文，掌握其大意，然后從36—55各題所給的四個(gè)選項(xiàng)（A、B、C和D）中，選出最佳選項(xiàng)
In a class I teach for adults, I recently did the “unpardonable.” I gave the class homework!
The assignment (任務(wù)) was to “go to someone you love 36 the next week and tell them you love them. It 37 to be someone you have never 38 those words to before or at least haven’t shared those words with for a long time.” That doesn’t 39 like a very tough assignment, 40 you stop to realize that most of the men were over 35 and were 41 in the generation of men that were taught that expressing emotions is not “macho (男子漢氣概的).” Showing feelings or crying (heaven forbid!) was just not done 42 this was a very threatening assignment for some.
At the 43 of our next class, I asked if someone wanted to 44 what happened when they told someone they loved them. I fully expected one of the 45 to volunteer, as was usually the 46 , but on this evening one of the men raised his hand. He appeared quite moved and a bit 47 . As he unfolded out of his chair, he began by saying, “Dennis. I was quite 48 with you last week when you gave us the assignment. I didn’t feel that I had 49 to say those words to and 50 , who were you to tell me to do something that personal? But as I began driving home my conscience (良知) started talking to me. It was telling me that I 51 exactly who I needed to say I love you to. You see, five years ago, my father and I had a heated 52 and really never resolved it since that one. We 53 seeing each other unless we absolutely had to at Christmas or other family gatherings. But 54 then, we hardly spoke to each other. So last. Tuesday 55 I got home, I had convinced myself. I was going to tell my father I loved him.”
36．A．a(chǎn)fter B．before C．for D．within
37．A．has to B．ought to C．had better D．can
38．A．told B．said C．talked D．spoken
39．A．look B．hear C．listen D．sound
40．A．when B．until C．that D．unless
41．A．born B．grown C．raised D．risen
42．A．And B．But C．So D．For
43．A．beginning B．end C．middle D．stating
44．A．a(chǎn)nnounce B．share C．a(chǎn)nswer D．a(chǎn)sk
45．A．men B．a(chǎn)dults C．students D．women
46．A．case B．thing C．story D．experience
47．A．a(chǎn)fraid B．shaken C．terrible D．worried
48．A．happy B．pleased C．a(chǎn)ngry D．satisfied
49．A．everybody B．nobody C．someone D．a(chǎn)nyone
50．A．else B．except C．beside D．besides
51．A．thought B．considered C．knew D．guessed
52．A．disagreement B．encouragement C．disappointment D．discouragement
53．A．imagined B．risked C．a(chǎn)voided D．escaped
54．A．still B．even C．just D．only
55．A．by the time B．a(chǎn)t the time C．for the time D．during the time
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科目：高中英語
來源：江蘇省2010屆高三考前適應(yīng)性考試英語試題
題型：任務(wù)型閱讀
第四部分：任務(wù)型閱讀（每小題1分，滿分10分）
請(qǐng)認(rèn)真閱讀下列短文，并根據(jù)短文的內(nèi)容要點(diǎn)完成文章后的表格。注意：補(bǔ)全填空應(yīng)符合語法和搭配要求，每空只填一個(gè)單詞。請(qǐng)將答案寫在答題紙上的相應(yīng)位置。
An oral history is a
piece of writing based on an interview with a person who has lived through a
significant period in history or experienced a historical event. His or her
memories provide a personal view of the past.
The first goal of all oral histories is to record stories about a specific
subject. That subject may be a historical event like the D-Day invasion. It may
be a period of history like the Depression, or a social or cultural trend, such
as child labor. The first step in an oral history project, therefore, is to
select a subject that interests you and is of historical significance.
Before attempting to identify people to interview for your project, you must
first gather background information about the subject. The Library of Congress,
which houses thousands of oral histories, provides these tips for researching
your subject.
Before entering the library or logging onto the internet, decide on key words
to use in your search. Use detailed search words. For example, search for rock
and roll of the ’60s instead of the more general term music.
Look through newspaper and magazine articles and Internet Web sites to identify
documents that are related to your subject. Make copies of those that will help
you plan your interview questions and discard all others.
Discuss what you’ve read about your subject surprised you? What aspect of your
subject would you like to know more about? Asking questions like these will
help you to focus your subject and to identify the voice or voices you need to
interview.
Oral histories are as much about self as they are about subject. One goal of an
oral history interview is to find out what happened. A second and equally
important goal is to discover how people reacted to or were affected by what
happened. The person you select to interview, therefore, should have had some
experience with the subject – either as a participant or a witness.
Once you have identified one or more people to interview, begin preparing your
questions. The best questions are open-ended, encouraging the speaker to
respond with more than a mere “Yes” or “No.” For example, an interviewer might
have asked Clarence Hughart this question about his D-Day experience: Were you
scared? That question, however, would probably not have elicited the sort of
dramatic storytelling that Hughart provided.
Make a list of ten possible interview questions. The first two or three should
be fairly general, asking the interviewee to talk about his or her childhood,
perhaps. These kinds of questions put people at ease. Save more sensitive
questions until the interview has been underway for five, 10, or 15 minutes or
more.
After the interview come the final steps: writing a summary of the interview
and then shaping it into a finished piece of writing.
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科目：高中英語
來源：
題型：閱讀理解
. 第四部分: 任務(wù)型填空( 共10小題,滿分10分) Teaching kids to fish sometimes puzzles us parents. Now I’d like to give you a few tips. First of all, start them young. Get them in a boat, or on a pier(碼頭), or on the bank at as young an age as you possibly can. Obviously this means being extremely conscious about their safety. Whatever you do, DON’T plan on any fishing yourself. If fishing is going to happen, the fishing will be done by the kids with your help! This lets you pay attention to them and not ignore them while you fish. Next, make sure you plan the first trips to someplace where you can actually catch a lot of fish. At this point, it doesn’t matter what kind or how big, just make sure they can catch some. A small child’s patience is very short, and waiting 30 minutes for a bite will turn them off in a hurry. You may need to go to a small pond where the fish are dying to eat bread balls. Any type of fish will do. Remember, this is for them, not for you. As they fish, cheer for every fish they catch. Make a really big deal out of it. Take pictures. And if it’s possible, take some home to clean. Let the child help you clean with a table knife, so he can’t get hurt. Make sure he makes and sees the connection from catching to cleaning to cooking. As soon as you have the fish cleaned, it’s into the kitchen to start cooking. Make him flour and cornmeal the fish. Let him see the fish cooking, and talk about how good they are. Then when it’s ready, make sure you brag（吹噓） on the fact that he (or she ) caught these fish, and “aren’t they good?” In this way, I’m sure your kids will be interested in fishing and good at fishing. Title: Teach a kid to fish | Start them young | ·Be aware of (71)_________ ·Plan a fishing trip for the (72)_________ not for yourself. | | Plan the first fishing (73)_______ | ·Choose places where the kids can catch fish easily because a small child’s patience doesn’t (74)_________ long. ·Regardless of (不管)the kind and (75)_________ of fish. | | Cheer for every fish they catch | ·Make a big deal out of it. ·Take pictures. ·Take some home and let the child help to clean with a table knife to avoid (76)_________ hurt. | | (77)_________ the fish they catch | ·(78)_________him to flour and cornmeal the fish. ·Let him see the fish cooking. ·Talk about how good they are. | | (79)_________ | ·Make them (80)_________ in and good at fishing. |
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