1 . As school starts this fall in Tununak, a tiny Eskimo community of Alaska, Teacher Ben Orr is planning to invite elderly storytellers into the classroom so his young students can learn and then write down traditional legends and knowledge of their disappearing culture. For Donna Maxim’s third-graders in Boothbay, Me., writing will become a tool in science and social studies as students record observations, questions and reactions about what they discover each day. In Eagle Butte, S.D., Geri Gutwein has designed a writing project in which her ninth-grade students exchange letters with third-graders about stories they have read. This year a few of her students will sit with Cheyenne women who tell tales as they knit together, their tradition becoming materials for today’s young writers.
Although these teachers are separated by thousands of miles, their methods of encouraging children to write spring from a common source: the Bread Loaf School. There, near Vermont’s Middlebury College, grade school and high school teachers give up part of their vacations each summer to spend six weeks brainstorming, studying and trading experiences as they try to design new methods of getting their pupils to write. Says Dixie Goswami, a professor who heads Bread Loaf’s program in writing: “We have nothing against ‘skill-and-drill’ writing curricula, except that they don’t work.” Instead, Bread Loaf graduates have created one inventive program to work together to cultivate student writers.
The Bread Loaf literature and writing program began in 1920 as a summer resort where English teachers studied for advanced degrees. Until the late 1970s most were teachers from schools for the upper class. Bread Loaf “was failing in its social responsibility,” says Paul Cubeta, a professor who has directed the program since 1965. “So we went looking in rural America for potential educational leaders.” Foundation funds were raised to help bear the cost for tuition and board. Over the past ten years nearly 500 rural instructors have studied there.
Many of the new ideas teachers took away from Bread Loaf seemed in danger of fading back home, remembers Cubeta. “We need to devise a way for them to go back with support for their projects and for each other.” One result was an idea called BreadNet: by setting up a network of word processors, Bread Loaf-trained teachers could instantly connect their classrooms.
1. Which of the following methods has NOT been taken by teachers according to paragraph 1?| A．Inviting elderly storytellers to communicate with students. |
| B．Asking students to record about science and social studies. |
| C．Encouraging students to exchange letters with other graders. |
| D．Having Cheyenne women teach their knitting skills to students. |
| A．Organize summer vacations for students in the Bread Loaf School. |
| B．Spend six weeks brainstorming and discussing their trade experiences. |
| C．Design new methods to get their students involved in writing. |
| D．Reject the ‘skill-and-drill’ writing curricula and work for inventive programs. |
| A．A platform to help teachers continue their projects when they are back. |
| B．A programme to interview Bread Loaf graduates and collect ideas. |
| C．A students’ organization for those who study in the Bread Loaf School. |
| D．A website for teachers to process stories written in online classes. |
| A．To help students study English and train for advanced degrees. |
| B．To promote teachers’ teaching ability to motivate students to write. |
| C．To look for excellent educational leaders in every part of America. |
| D．To cover the cost for tuition and board of rural schools with funds. |
1.根除：乱扔垃圾、浪费食物、吸烟……
2.提倡：讲礼貌、互助……
注意：1.词数80左右；
2.可以适当增加细节，以使行文连贯：
3.开头已为你写好，不计入总词数。
Dear friends,
As is known to all, our school has launched a campaign against bad habits in order to build a civilized school.
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1.比赛目的；2.比赛过程；3.比赛反响。
注意：
1.词数80左右；
2.可以适当增加细节，以使行文连贯；
3.标题已给出，不计入总词数。
A Speech Contest of Environmental Protection
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1.参加人员；
2.活动内容：打扫餐厅、整理图书馆图书、清理校园垃圾等；
3.活动意义。
注意：1.写作词数应为80左右；
2.参考词汇：大扫除thorough cleaning
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Everyone in my drama class saw the paper in my hands shaking when I stood up to try out for a lead role in the yearly school Thanksgiving play. I was there because the teacher wanted everyone to try out for a part.
Being shy and not confident, I began nervously reading the part for the main character, Star. She had no parents. Feeling so sorry for her, I finished reading.
Later when reading the name list, the teacher looked at me and announced, “Patty, you play Star. Come and get your script (剧本).”I was shocked. Jim, an excellent boy, was playing the other lead.To learn my lines, I practiced every day and finally memorized them. I became more confident and happier.
Then we started practising acting. Jim played the character, a Scrooge (吝啬鬼), who is unwilling to put a candle in his window so that the light will show passers-by the slippery ice on the path below. On the Thanksgiving day, Star comes along, falls on the ice and gets injured.
Finally feeling bad, the Scrooge helps her up. To thank him, Star kisses his hand.
One day, before our drama class started, I saw a terrible drawing of me on the blackboard with words: Falling Star. I was laughed at by someone.
The teacher asked,“Who did this?” Nobody knew. We started rehearsing (排练), but my heart wasn’t in it. The teacher told me not to care about the silly trick; it wouldn’t happen again. But I was sad and anxious, wanting to quit. Finally I moved on and continually worked hard for the play.
Soon it was the day before the show. It was time for the dress rehearsal. I was excited. Everything went smoothly at the dress rehearsal until the scene where I slipped on the ice and the Scrooge helped me up.
When I kissed his hand, a terrible noise and laughter sounded from behind the set. I quickly left the stage and hurried into an empty room. With tears, I said, “I can’t do it. Please get someone else!”
注意：1.续写词数应为150左右；2.请按如下格式作答。
Suddenly, I felt a gentle hand on my shoulder.
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The following Thanksgiving day, we were ready for the play.
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Sally walked onto the platform, picked up a piece of chalk and wrote on the blackboard: “Rule 1: We are family! “ All students stopped to look at her. And she continued with Rule 2, Rule 3… In the following weeks, Sally worked out 10 class rules and posted them on the walls of the classroom. She patiently explained all the rules to the students and require everyone to follow them.
Surprisingly, Sally was not driven out like the former teachers; instead, she won respect from the students. Over the year, she witnessed gradual change in the class. At the graduation ceremony, just as she expected, she was very proud to stand with a class of care, manners and confidence.
[写作内容]
1. 用约30个词概括上文的主要内容。
2. 用约120个词就班规谈谈你的想法，内容包括：
(1) 你们班最突出的问题是什么？
(2) 针对该问题你会设计一条什么班规？
(3)你认为班规会带来什么影响？
[写作要求]
1. 作文中可以使用亲身经历或虚构的故事，也可以参照阅读材料的内容，但不得直接引用原文的句子。
2. 作文中不得出现真实姓名和学校名称。
[评分标准]
概括准确，语言规范，内容合适，篇章连贯。
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请你用英语给他回封邮件，内容包括：
1.写邮件的目的；2.开展情况；3.活动效果。
注意：写作词数应为80左右。
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1．由学生会组织。
2．一部分人愿意乘公交车；另一部分人喜欢步行；最后大家被说服骑自行车。
3．美丽的风景让人难以忘怀。
4．感受：这次旅游增进了友谊，提高了关心自然环境的意识。
注意：1.可适当增加细节，以使行文连贯；
2．开头和结尾已给出，不计入总词数。
Dear Tom，
How happy I am to receive your letter.
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Best wishes.
Yours，
Li Hua
1. 学生近视的现状；
2. 可采取的措施;
3. 希望和祝福。
注意：1. 写作词数应为80左右；
2. 请按如下格式在答题卡的相应位置作答
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1. 时间、目的；
2. 参赛形式：个人或团队合作创新作品；
3. 期待合作。
注意：1. 词数80左右；
2. 可以适当增加细节，以使行文连贯。
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