他們似乎已經(jīng)完成了他們的任務(wù)。(seem)?

書面表達(dá)（滿分30分）

隨著生活節(jié)奏（pace of life）的加快和學(xué)習(xí)生活的日益緊張（stressful）,越來(lái)越多的人吃速食食品諸如方便面，腌制食品（preserved food/processed food）等來(lái)替代正餐。一方面，這些食品的確能夠節(jié)省時(shí)間，幫助大家更快完成工作和學(xué)習(xí)任務(wù)，還是零售(retail)行業(yè)的一大支柱；另一方面，它們的安全性和營(yíng)養(yǎng)性令人擔(dān)憂。請(qǐng)你以普通學(xué)生的身份對(duì)學(xué)校校報(bào)寫一篇討論如何對(duì)待速食食品的文章，內(nèi)容應(yīng)當(dāng)包括以下幾點(diǎn)：

1.速食食品的利弊

2.你的觀點(diǎn)

字?jǐn)?shù)以100字左右為宜。

Dear Editor,

Today, I contribute to our paper only wanting to talk about the fast food in our life._____________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

書面表達(dá)（滿分30分）
隨著生活節(jié)奏（pace of life）的加快和學(xué)習(xí)生活的日益緊張（stressful）,越來(lái)越多的人吃速食食品諸如方便面，腌制食品（preserved food/processed food）等來(lái)替代正餐。一方面，這些食品的確能夠節(jié)省時(shí)間，幫助大家更快完成工作和學(xué)習(xí)任務(wù)，還是零售(retail)行業(yè)的一大支柱；另一方面，它們的安全性和營(yíng)養(yǎng)性令人擔(dān)憂。請(qǐng)你以普通學(xué)生的身份對(duì)學(xué)校校報(bào)寫一篇討論如何對(duì)待速食食品的文章，內(nèi)容應(yīng)當(dāng)包括以下幾點(diǎn)：
1.速食食品的利弊
2.你的觀點(diǎn)
字?jǐn)?shù)以100字左右為宜。
Dear Editor,
Today, I contribute to our paper only wanting to talk about the fast food in our life._____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

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(yǔ)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.

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(yǔ)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.