書面表達(dá)

　　假設(shè)你是約翰，你的中國筆友鐘華將隨在倫敦工作的父母來英國學(xué)習(xí)兩年，他托你介紹一所英語學(xué)校，以便他在暑假中提高英語水平，你看了一些廣告介紹，在比較了幾所學(xué)校的地理位置、教學(xué)分班、住宿、活動(dòng)、教學(xué)時(shí)間和價(jià)格之后，選擇了一所，并根據(jù)該校的廣告介紹寫了一封回信。

該校廣告介紹如下：

[　　]

An Introduction to the Four - Week English Course in the Beech School of English

*A small, friendly school: in North London. 20minutes from the centre by train

*The number of students: 70

*Teaching: 24 hours a week; classes not bigger than ten

*Staying with carefully -selected（選擇）English families

*Sports and activities （活動(dòng)）: Tennis, sailing & swimming; visits to the theatre & places of interest

*Time: July 12- August 6, 1999

*Price: ￡350

注意：1．詞數(shù)100個(gè)左右

2．信的開頭和結(jié)尾已經(jīng)寫好，不計(jì)總詞數(shù)內(nèi)。

April 16,1999

Dear Zhong Hua,

　　Very pleased to know that you are coming to study in London and it is really a good idea to improve your English before the new term begins next September.

　　……

　　Looking forward to hearing from you soon.

Yours

放假了， 很多同學(xué)都會(huì)選擇玩電腦游戲，對于玩電腦游戲很多人有不同的看法。請根據(jù)下表的內(nèi)容作適當(dāng)發(fā)揮完成120字左右的短文。
參考詞匯: 手眼協(xié)調(diào):hand-eye coordination 沉迷于:get addicted to
Computer games : good or bad?

第二節(jié)  請選擇方框中正確短語的適當(dāng)形式完成下列句子 （每空1分，共5分）

stare at, on the contrary, take a chance, in rags, as for，account for, do with

1. They lived a hard life, and they were usually ____________.

2. They serve well in this restaurant. ___________ dishes, they taste terrible.

3. He is not a beggar. ____________, he is a millionaire. 

4. The little girl _____________ the little cats playing with each other in their basket.

5. The rope might break, but we have to _____________.

根據(jù)提示的情景，用英文寫一篇100個(gè)詞左右的短文，不必根據(jù)中文逐字逐句翻譯，人稱可由你自己選擇。

替張衛(wèi)寫一封信，申請到某大學(xué)學(xué)習(xí)。張衛(wèi)是中國上海海東中學(xué)的一名高中生。他成績優(yōu)秀，對數(shù)學(xué)很感興趣，是上海中學(xué)生數(shù)學(xué)俱樂部成員。他希望畢業(yè)后能到該校進(jìn)一步在這方面得到深造。最后要求寄給他一份申請表格（application form）和有關(guān)材料。

閱讀下列應(yīng)用文及相關(guān)信息，并按照要求匹配信息。請?jiān)诖痤}卡上將對應(yīng)題號的相應(yīng)選項(xiàng)字母涂黑。若選擇E，請涂AB; 若選擇F，請涂CD。

Thomson中學(xué)學(xué)生Mike、Joseph、Anna、Ian和Susan正在計(jì)劃下學(xué)期各自的選修課程。閱讀第46~50題中的各人情況說明和A和F六門選修課的介紹，選出符合各人個(gè)性特長的最佳選項(xiàng)，并在答題卡上將該選項(xiàng)標(biāo)號涂黑。選項(xiàng)中有一項(xiàng)是多余選項(xiàng)。

THOMSON HIGH SCHOOL

A

Creative Writing — by Mrs. A. McClellan

Creative writing is a course in which we study and apply the methods used in various forms of fiction writing. Writing is a skill of art in itself. We are guided by Ezra Pound’s opinion: “Make it new.” Creative writing does not only provide us with an opportunity to express ourselves, but also holds our attention to word choice, paragraph development, and other skills useful in writing.

B

Journalism — by Dr. E. Brandt

Journalism is a course for seniors, in which we will cover how to gather, write, and report the news. We will discuss how information is, or can be, organized. This course also aims to develop communication skills required of journalists.

C

A classic is a literary work that has stood the test of time. Generations of readers have turned to classics to discover which is ever-lasting. Through both the works themselves and the people they mirror, we may better be able to see ourselves. In this course, we will read works in both British and American literature. We will write reviews of what we read.

D

Technical Writing — by Mr. J. Allen

What is technical writing? It is the course devoted to improving your communication skills in, for, and through technology. Activities for this course will help you develop communication skills that are necessary for writers and speakers working with technology or in business.

E

Non-fiction — by Dr. M. Tim

The course is a study of non-fiction through reading many different types of non-fiction. The course will also be about the possible changes in journalistic reporting and the sharing of personal stories of various people on various topics such as travel and adventure. We will examine some of the best writing in the world and deal with the techniques used in this text type.

F

World Literature — by Mrs. A. McClellan

World Literature examines the common people found in quality Literature worldwide, from Europe to America, from Asia to Africa, and introduces a variety of cultural background at different points in history. In these worlds, we find not only what is unique to each culture, but what is universal. We are also able to tell what makes a good story, no matter from where or whom the story springs.

Mike spent his childhood mostly in his father’s study, where he read novels by British and American writers. Next term he will become a senior student. He thinks it’s time that he read more of their works and learned to write about them.

Joseph is good at the language arts, and in his spare time he likes to write short stories. It is his wish that his stories would be printed in local newspapers. So he is thinking of taking a course to develop his writing skills, such as wording and paragraph organization.

A lively and caring girl, Anna takes an active part in social activities. She is trying to write reports for newspapers about what she sees and hears. But few of them are accepted because of poor organization of information. She feels the need to improve her writing and communication skills next term.

Ian traveled worldwide with his parents when he was very young. Under their influence, he becomes greatly interested in stories of travel and adventure. He hopes to write his own stories in the future. So next term, he will choose a course to study the best writing of this type.

Susan comes from China. As a junior back home, she wrote quite a lot of short stories, some of which were published in newspapers. Her parents suggest she read some classics by Asian and Western writers. She thinks it helpful in her writing. So she is going to take a course of this kind next term.