2019上海高考英语考试大纲和2019上海高考英语样卷(即2019年全国普通高等学 ...

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     上海作为全国进行高考自主命题的试点最早省市，上海教育考试院每年都会颁布上海高考考试大纲，即2019年全国普通高等学校招生统一考试 上海卷英语科目考试说明，其作为上海高考英语命题的核心依据和教学复习的参考坐标。

      特别是在高考临近的时候，学生往往采用“刷题思维”而不去研究高考英语考试大纲及其样题，学习的效果可能会不如预期！最好的策略应该是对高考英语考试大纲和样卷进行深度研磨，做到熟悉考纲，样题反思，针对考试大纲的配套《2019上海新高考英语模拟试卷》进行深度高强度的深度演练。

2019年

普通高等学校招生全国统一考试（上海卷）

英语科目考试说明

一、考试性质、目的和对象
普通高等学校招生英语科目全国统一考试（上海卷）英语科目考试是为普通高等学校招生而进行的选拔性考试。选拔性考试是高利害考试，考试结果应该具有高信度，考试结果的解释和使用应该具有高效度。考试命题的指导思想是有利于促进每一个学生的终身发展，有利于科学选拔和培养人才，有利于维护社会公平、公正。
考试对象是符合2019年上海市高考报名条件的考生。
二、考试目标
高考英语科目旨在测试考生的英语基础知识和语言运用能力。其中，着重语言运用能力的考核。
英语基础知识包括语音、词汇、语法、语言功能和话题。
语言运用能力指获取、理解信息的能力（听、读），按情景或要求表达思想、传递信息的能力（说、写）。
语言基础知识和听、读、写的具体测试目标为：


I.语言基础知识
主要测试考生对语言基础知识的掌握和运用能力，即：
I.1能在语境中正确识别和理解不同语音、语调所表达的意义；
I.2能在语境中正确理解和运用词汇知识；
I.3能在语境中正确识别、理解和运用语法知识；
I.4能在语境中正确理解和运用的交际功能。


听
主要测试考生理解口头英语并运用相关知识完成任务的能力，即：
II.5能获取话语中的事实信息；
II.6能根据话语中的事实信息进行分析判断；
II.7能推断话语中隐含的意思；
II.8能归纳话语的主旨大意。


 说
主要测试考生的口头表达能力，即：
III.9 能运用所学的语音知识和朗读技能，用正确的语音和语调朗读句子和文章；
III.10能运用所学的语言意念、功能，根据情景要求进行询问以获得所需要的信息；
III.11能对人或事件进行口头描述、解释或评述；
III.12能能听懂日常会话勇于，并对此作出应答；
III.13 能根据所听材料内容回答问题，并表达个人的观点、感受或作出评论


读
主要测试考生理解书面英语并运用相关知识完成任务的能力，即：
IV.14能理解文章的基本内容；
IV.15能根据上下文正确理解词语和句子；
IV.16能推断文章中的隐含意思；
IV.17能理解作者的写作意图；
IV.18能归纳段落或文章的主旨大意；
IV.19 能理解句子、段落之间的逻辑关系。


写 
主要测试考生的书面表达能力，即：
V.20能正确运用所学的语言知识译出正确通顺的句子；
V.21能根据题意正确、连贯、贴切地进行书面表达；
V.22 能用自己的语言概括所读材料。




三、考试内容和要求
依据《上海市中小学英语课程标准（征求意见稿）》，确定考试内容和要求如下：
I.词汇
参照上海市教育考试院出版的《2019年普通高等学校招生全国统一考试高考英语词汇手册（上海卷）》。 
II.语法
1. 词法
（1） 名词 名词复数的构成、专有名词、不可数名词、名词所有格
（2） 代词 人称代词、物主代词、指示代词、不定代词、疑问代词、反身代词、it 的用法
（3） 数词 基数词和序数词
（4） 介词 介词和介词短语
（5） 形容词和副词 同级比较、比较级和最高级的构成及基本用法
（6） 冠词定 冠词和不定冠词
（7） 连词 并列连词和从属连词
（8） 动词
① 动词时态
一般现在时、现在进行时、现在完成时、一般过去时、过去进行时、过去完成时、一般将来时、过去将来时、现在完成进行时、将来进行时（只作理解要求）
② 动词语态
主动语态
被动语态（一般现在时、现在进行时、现在完成时、一般过去时、过去进行时、过去完成时、一般将来时、过去将来时、带情态动词的被动语态）
③ 动词语气陈述语气、祈使语气、虚拟语气（只作理解要求）
④ 非谓语动词
分词（否定式、完成式、被动式；作定语、表语、宾语补足语、状语）
动名词（否定式、完成式、被动式、复合结构；作主语、宾语、表语、定语）
不定式（否定式、进行式、完成式、被动式、与疑问词连用；作主语、表语、宾语、宾语补足语、定语、状语）
⑤ 情态动词和助动词
2.句法
(1)句子种类 陈述句、疑问句、祈使句、感叹句
(2)句子类型 简单句、并列句、复合句（状语从句、定语从句、宾语从句、主语从句、同位语从句、表语从句）
(3) 倒装句
(4)强调结构
(5)独立主格结构（只作理解要求）


III. 语言功能（见附录1）


IV.话题
具体内容见《上海市中小学英语课程标准（征求意见稿）》中“基本素材”。
V.体载
具体内容见《上海市中小学英语课程标准（征求意见稿）》中“呈现形式”。




四、试卷结构及相关说明
1.试卷结构
（1）笔试部
（2）听说测试部分



2.相关说明
高考英语科目分为笔试和听说测试两部分。笔试部分采用闭卷书面考试形式，要求考生在120分钟内完成。试卷满分140分，第1-20小题、第31—70小题釆用多项选择题形式，答案必须涂写在答题纸相应位置，写在试卷上无效。听说测试部分采用人机对话形式，试卷满分为10分，实际考试时间为20分钟。笔试部分的卷面成绩和听说测试部分的卷面成绩相加后形成考生最终的高考英语考试成绩。


五、 样卷、答案及评分标准和听力录音稿

2019年全国普通高等学校招生统一考试

上海 英语试卷(样卷)

（ 满分140分，考试时间120分钟 ）

I. Listening Comprehension
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.
1. A. It is satisfactory.               
B. It is luxurious.
C. It is old-fashioned.
D. It is disappointing.
2. A. On August 5.
B. On August 6th.   
C. On August 7th.                  
D. On August 8th.
3. A. A waiter.   B. A butcher.   
C. A porter.   D. A farmer.
4. A. In a theatre.   B. In a library.   
C. In a booking office.   D. In a furniture store.
5. A. She expected to a better show.        
B. She could hardly find her seat.  
C. She wasn’t interested in the show.   
D. She didn’t get a favourable seat.
6. A. The woman often eats out for breakfast.
B. The cafeteria serves good breakfast.
C. The woman doesn’t have breakfast.           
D. The cafeteria doesn’t serve breakfast.
7. A. Selling cucumbers.   
B. Planting vegetables.  
C. Cooking a meal.   
D. Picking tomatoes.
8. A. The man should work hard.                
B. The man should turn down the job offer.
C. The man may have another chance.   
D. The man can apply for the job again.
9. A. It is a hot and smoggy day.    
B. There is a traffic jam on King Street.
C. A vehicle is polluting the air.  
D. The man is reading a report online.
10. A. Its ending is not good enough.   
B. Its special effects are not satisfying.  
C. It deserves an award.
D. It is good except for the scary part.
Section B
Directions: In Section B, you will hear two short passages, and you will be asked three questions on each of the passages. The passages will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.
Questions 11 through 13 are based on the following passage.

11. A. $1.  B. $2  C. $3  D. $ 52.
12. A. Pay the bills first.
B. Spend 2% of the salary on living expenses.
C. Deposit $1000 every month.
D. Put part of the money in a savings account.
13. A. Methods of saving money.
B. Saving money for family emergencies.
C. The importance of saving money.
D. Secrets of spending money wisely.
Questions 14 through 16 are based on the following passage.


14. A. Free education. 
B. A sum of money.
C. Donations from a local newspaper.
D. Gifts from many people.
15. A. Let students in before school.
B. Offer ice cream and coffee.
C. Introduce a bank into the campus.
D. Reduce the traffic jams around.
16. A. It lacks positive news.
B. It should grow into a big city.  
C. It is a place worth living in.
D. It remains peaceful and quiet.
Questions 17 through 20 are based on the following conversation.
 17. A. The man’s terrible experience on the day.  
B. The woman’s unlucky first day at work.
C. The woman’s boss, who is hard to deal with.
D. The man’s daughter, who failed in the job interview.
18.  A. He feeds on vegetables alone.
B. He seldom talks to his employees.
C. He didn’t go to the meeting that day.
D. He has decided to fire the woman.
19. A. A cup of coffee.  B. A salad.  
C. A hammer.  D. A stone.
20. A. Take a break.   B. Apologise to her boss.
C. Call her friends.     D. Leave the company.
II. Grammar and Vocabulary
Section A
Directions: After reading the passages below, fill in the blanks to make the passages coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.

Ask Helpful Hannah

Dear Helpful Hannah,
I’ve got a problem with my husband, Sam. (21) _____ bought a smartphone a couple of months ago, and he took it on our recent ski vacation to Colorado. It was a great trip except for one problem. He has a constant urge (22) _____ (check) for text messages; he checks his phone every five minutes! He’s so addicted to it that he just can’t stand the idea (23) _____ there may be an important text. He can’t help checking even at inappropriate times like when we are eating in a restaurant and I am talking to him! He behaves (24) _____  _____ any small amount of boredom can make him feel the need to check his phone even when he knows he shouldn’t. The temptation to see (25) _____ is contacting him is just too great. When I ask him to please put down the phone and stop (26) _____ (ignore) me, he says, “Ina minute,” but still checks to see if someone has posted something new on the Internet. Our life (27) _____ (interrupt). If we go somewhere and I ask him to leave the phone at home, he suffers from withdrawal symptoms. Maybe this dependency on his smartphone has become more than (27) _____ everyday problem.
I recently read an article about “nomophobia,” which is a real illness people can suffer from: the fear of being (29) _____  your phone! I am worried that Sam (30) _____ be suffering from this illness because he feels anxious if he doesn’t have his phone with him, even for a short time.
Who would have thought that little devices like these could have brought so much trouble!        
                                                                                                                                                                                                              Sick and  Tired Sadie


Section B
Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.

A. account  B. adjustable  C. appliances   D. capture  E. decorations  F. direct   G. experiment  H. intended  I. operated   J. soulless  K. squeeze

Golden Rules of Good Design

  What makes good design? Over the years, designers and artists have been trying to ___31___ the essentials of good design. They have found that some sayings can help people understand the ideas of good design. There are four as follows.
Less is more. This saying is associated with the German-born architect Mies van der Rohe. In his Modernist view, beauty lies in simplicity and elegance, and the aim of the designer is to create solutions to problems through the most efficient means. Design should avoid unnecessary ___32___.
More is not a bore. The American-born architect Robert Venturi concluded that if simplicity is done badly, the result is ___33___ design. Post-Modernist designers began to ___34___  with decoration and color again. Product design was heavily influenced by this view and can be seen in kitchen  ___35___  such as ovens and kettles.
Fitness for purpose. Successful product design takes into consideration a product’s function, purpose, shape, form, color, and so on. The most important result for the user is that the product does what is  ___36___. For example, think of a(n) ___37___ desk lamp. It needs to be constructed from materials that will stand the heat of the lamp and regular adjustments by the user. It also needs to be stable. Most importantly, it needs to  ___38___ light where it is needed.
Form follows emotion. This phrase is associated with the German designer Hartmut Esslinger. He believes design must take into  ___39___ the sensory side of our nature—sight, smell, touch and taste. These are as important as rational(理性的). When choosing everyday products such as toothpaste, we appreciate a cool-looking device that allows us to easily ___40___ the toothpaste onto our brush.


III. Reading Comprehension
Section A
Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.
In the 1960s, Douglas McGregor, one of the key thinkers in the art of management, developed the mow famous Theory X and Theory Y. Theory X is the idea that people instinctively ___41___ work and will do anything to avoid it. Theory Y is the view that everyone has the potential to find satisfaction in work.
In any case, despite so much evidence to the ___42___, many managers still agree to Theory X. They believe, ___43___, that their employees need constant supervision if they are to work effectively, or that decisions must be imposed from ___44___ without consultation. This, of course, makes for authoritarian (专制的) managers.
Different cultures have different ways of ___45___ people. Unlike authoritarian management, some cultures, particularly in Asia, are well known for the consultative nature of decision-making—all members of the department or work group are asked to ___46___ to this process. This is management by the collective opinion. Many western companies have tried to imitate such Asian ways of doing things, which are based on general ___47___. Some experts say that women will become more effective managers than men because they have the power to reach common goals in a way that traditional ___48___managers cannot.
A recent trend has been to encourage employees to use their own initiative, to make decisions on their own without ___49___ managers first. This empowerment (授权) has been part of the trend towards downsizing: ___50___ the number of management layers in companies. After de-layering in this way, a company may be ___51___ with just a top level of senior managers, front-line managers and employees with direct contact with the public. Empowerment takes the idea of delegation (委托) much further than has ___52___ been the case. Empowerment and delegation mean new forms of management control to ___53___ that the overall business plan is being followed, and that operations become more profitable under the new organization, rather than less.
Another trend is off-site or ___54___ management, where teams of people linked by e-mail and the Internet work on projects from their own houses. Project managers evaluate the ___55___ of the team members in terms of what they produce for projects, rather than the amount of time they spend on them.
41. A. desire  B. seek   C. lose   D. dislike   
42. A. contrary  B. expectation  C. degree  D. extreme  
43. A. vice versa B. for example  C. however  D. otherwise
44. A. outside  B. inside  C. below  D. above
45. A. replacing B. assessing  C. managing  D. encouraging  
46. A. refer  B. contribute  C. object  D. apply
47. A. agreement B. practice  C. election  D. impression
48. A. bossy  B. experienced  C. western  D. male  
49. A. asking  B. training  C. warning  D. firing
50. A. doubling B. maintaining  C. reducing  D. estimating
51. A. honoured B. left   C. crowded  D. compared
52. A. economically B. traditionally C. inadequately D. occasionally
53. A. deny  B. admit  C. assume  D. ensure
54. A. virtual  B. ineffective  C. day-to-day  D. on-the-scene
55. A. opinion  B. risk   C. performance D. attractiveness


Section B
Directions:  Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.

(A)

One early morning, I went into the living room to find my mother reading a thick book called Best Loved Poems to Read Again and Again. My interest was aroused only by the fact that the word “Poems” appeared in big, hot pink letters.
 “Is it good?” I asked her.
 “Yeah,” she answered. “There’s one I really like and you’ll like it, too.” I leaned forward.
 “‘Patty Poem,’” she read the title. Who is Patty? I wondered. The poem began:

She never puts her toys away,

                   Just leaves them scattered① where they lay,…      ①散乱的

  
The poem was just three short sections. The final one came quickly:
  

                     When she grows and gathers poise②,         ②稳重

                        I’ll miss her harum-scarum③ noise,         ③莽撞的

                        And look in vain④ for scattered toys.        ④徒劳地

And I’ll be sad.                 

        A terrible sorrow washed over me. Whoever Patty was, she was a mean girl. Then, the shock.
“It’s you, honey,” My mother said sadly.
To my mother, the poem revealed a parent’s affection when her child grows up and leaves. To me, the “she” in the poem was horror. It was my mama who would be sad. It was so terrible I burst out crying.
“What’s wrong?” my mother asked.
“Oh Mama,” I cried. “I don’t want to grow up ever!”
She smiled. “Honey, it’s okay. You’re not growing up anytime soon. And when you do, I’ll still love you, okay?”
 “Okay,” I was still weeping. My panic has gone. But I could not help thinking about that silly poem. After what seemed like a safe amount of time, I read the poem again and was confused. It all fit so well together, like a puzzle. The language was simple, so simple I could plainly understand its meaning, yet it was still beautiful. I was now fascinated by the idea of poetry, words that had the power to make or break a person’s world.
I have since fallen in love with other poems, but “Patty Poem” remains my poem. After all, “Patty Poem” gave me my love for poetry not because it was the poem that lifted my spirits, but because it was the one that hurt me the most.
56. Why was the writer attracted by the book Best Loved Poems to Read Again and Again?
   A. It was a thick enough book.
   B. Something on its cover caught her eye.
   C. Her mother was reading it with interest.
   D. It has a meaningful title.
57. After her mother read the poem to her, the writer felt ______ at first.
   A. sad       B. excited      C. horrified      D. confused
58. The writer’s mother liked to read “Patty Poem” probably because______.
   A. it reflected her own childhood
   B. it was written in simple language
  C. it was composed by a famous poet
  D. it gave her a hint of what would happen
59. It can be concluded from the passage that “Patty Poem” leads the writer to _______.
  A. discover the power of poetry
  B. recognize her love for puzzles
  C. find her eagerness to grow up
  D. experience great homesickness

  

（B）

60. It can be concluded from paragraph 1 that _______.
A. the problem of global warming will have been quite solved by 2020
B. gas emissions have been effectively reduced in developed countries
C. the Paris Agreements is more influential than the Kyoto Protocol
D. humans have made continuous efforts to slow down global warming
61. If nations could only keep the initial promises of the Paris Agreement, what would happen by the year 2100?
A. The human population would increase by one third.
B. Little over 50% of all species would still exist.
C. Nations would not need to tighten their emissions targets.
D. The Agreement’s minimum goal would not be reached.
62. If those island nations not far above sea level are to survive, the maximum temperature rise, since the start of the industrial age, should be_______.
A. 0.8℃      B. 1.5℃     C. 2℃      D. 3.5℃

(C)

       Enough “meaningless drivel”. That’s the message from a group of members of the UK government who have been examining how social media firms like LinkedIn gather and use social media data.
      The House of Commons Science and Technology Committee’s report, released last week, has blamed firms for making people sign up to long incomprehensible legal contracts and calls for an international standard or kitemark (认证标记) to identify sites that have clear terms and conditions.
   “The term and conditions statement that we all carelessly agree to is meaningless drivel to anyone,” says Andrew Miller, the chair of the committee. Instead, he says, firms should provide a plain-English version of their terms. The simplified version would be checked by a third party and awarded a kitemark if it is an accurate reflection of the original.
   It is not yet clear who would administer the scheme, but the UK government is looking at introducing it on a voluntary basis. “we need to think through how we make that work in practice,” says Miller.
   Would we pay any more attention to a kitemark? “I think if you went and did the survey, people would like to think they would,” says Nigel Shadbolt at the University of Southampton, UK, who studies open data. “We do know people worry a lot about the inappropriate use of their information.” But what would happen in practice is another matter, he says.
  Other organisations such as banks ask customers to sign long contracts they may not read or understand, but Miller believes social media requires special attention because it is so new. “We still don’t know how significant the long-term impact is going to be of unwise things that kids put on social media that come back and bite them in 20 years’ time,” he says.
Shadbolt, who gave evidence to the committee, says the problem is that we don’t know how companies will use our data because their business models and uses of data are still evolving. Large collections of personal information have become valuable only recently, he says.
   The shock and anger when a social media firm does something with data that people don’t expect, even if users have apparently permission, show that the current situation isn’t working. If properly administered, a kitemark on terms and conditions could help people know what exactly they are signing up to. Although they would still have to actually read them. 
73. What does the phrase “ meaningless drivel” in paragraphs 1 and 3 refer to?
A. Legal contracts that social media firms make people sign up to.
B. Warnings from the UK government against unsafe websites.
C. Guidelines on how to use social media websites properly.
D. Insignificant data collected by social media firms.
74. It can be inferred from the passage that Nigel Shadbolt doubts whether _______.
A. social media firms would conduct a survey on the kitemark scheme
B. people would pay as much attention to a kitemark as they think
C. a kitemark scheme would be workable on a nationwide scale
D. the kitemark would help companies develop their business models
75. Andrew Miller thinks social media needs more attention than banks mainly because _______.
A. their users consist largely of kids under 20 years old
B. the language in their contracts is usually harder to understand
C. the information they collected could become more valuable in future
D. it remains unknown how users’ data will be taken advantage of
76. The writer advises users of social media to _______.
A. think carefully before posting anything onto such websites
B. read the terms and conditions even if there is a kitemark
C. take no further action if they can find a kitemark
D. avoid providing too much personal information
77. Which of the following is the best title of the passage?
A. Say no to social media?                
B. New security rules in operation?
C. Accept without reading?               
D. Administration matters!

Section C
Directions: Read the following passage. Fill in each bank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.

A. Interpreted theatre has long been neglected without taking the issue of their access into consideration. B. The “shadowed” style of interpreting is the most inclusive style of interpreting for the theatre. C. This is the thinking behind the Americans with Disabilities Act, which requires that theatres become accessible to deaf people. D. Interpreters move about in order not to block the audience’s view. E. Interpreted theatre, therefore, is an art in itself. F. Here, interpreters are placed side-by-side within the acting space.

Interpreted Theatres

Deaf people should enjoy a play as much as the hearing audience. ___67___ Theatre producers, on the other hand, are beginning to realize that theatre interpretation makes their product attractive to a wider audience—with considerable financial rewards.
The most important technical aspect of theatre interpretation for the deaf is the location of the interpreter. Placement strategies can be categorized into three styles: “placed”, “zoned”, and finally, “shadowed”.
The “placed” style of interpretation, where interpreters are located outside the acting space and do not move, is by far the most common. The interpreters are side-by-side and face the audience. The location of the interpreter is generally in one of three places: stage right or stage left, or on the floor of the house.
The “zoned” style of interpreter placement is a happy medium between the “placed” and “shadowed” styles. ___68___ Usually, they change position on stage from scene to scene—or from act to act—in order to be within the same “zone” as the majority of the action. Zone placement makes it easier for the deaf audience to see the interpreters and actors at the same time.
___69___ It involves placing the interpreters directly within the action—nearly making them “sign language actors”. The interpreters are “blocked” into each scene, and shadow the actors. The advantage of this is clear: the interpreter is so close to the actor that the deaf audience need not make a decision about whom to watch—he or she can watch both at the same time. In the best of cases, the deaf audience mentally mix the interpreter with the actor, and forget that the actor does not sign.
Theatre interpreters for the deaf are dedicated professionals who take great pride in their work. “Theatre”, says Ian, who works for SeeTheatre, a Chicago-based association for interpreters, “is the art of communicating beautiful ideas in interesting ways.  ___70____ Thankfully, instead of seeing us as ‘additions’, producers nowadays think of interpreters for the deaf as a new avenue to creativity.” 
IV. Summary Writing
Directions: read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.

Learning by Rote in the Digital Age

Rote learning has become seen as an outdated method of teaching. The dictionary defines learning ‘by rote’ as ‘from memory’, without thought of the meaning; in a mechanical way.
The decline of rote learning has been quickened by technology. No one needs to memorize friends’ phone numbers or email addresses because such data is conveniently stored and accessible electronically. And why remember when and where World War II broke out when you can find the answer on the internet in about six seconds? But now there are voices for a need to return to rote learning.
In fact, memorizing key data is essential to learning any skill. Doctoring requires knowledge of medicine and lawyering requires knowledge of cases and laws. Of course, being able to recall things will not further your understanding of those things, but without memorizing these foundation elements, you cannot progress to a deeper understanding of a subject.
While the internet and computers have weakened the need for us to remember things, it may well be that mobile learning can help bring this style of learning back to life by making it more convenient and more fun.
Drilling yourself---with flashcards or by repetition---is usually hard and boring work, which is why most people need their multiplication tables to be drilled into them by teachers or parents. Rote learning without a willing third party can be battle of discipline and motivation. But mobile learning can make those flashcards and drills more appropriate to individual study; our digital devices can challenge and inform us at the same time and also keep us motivated, whether through game-like structures or recording our progress.
Once you’ve acquired the essentials of a subject by rote learning, you will find it easier to go deeper in the application of knowledge which is important.

V. Translation
Directions: Translate the following sentences into English, using the words given in the brackets.
72.我真希望自己的文章有朝一日能见报。（hope）


73.为买一双运动鞋而通宵排队有意义吗？（point）


74.虽然当时我年幼，不理解这部电影的含义，但我记得我的家人都感动得落泪了。（too…to…）


75.我阿姨苦读四年之后获得了文凭，那一刻她欣喜万分。（The moment…）


VI. Guided Writing
Directions: Write an English composition in 120~150 words according to the instructions given below in Chinese.
假设你是明启中学的学生王磊，你校学生会将组织一次徒步活动，并在校园公布了如下方案，征求师生意见。写一封邮件给活动组织者，内容须包括：
你认为方案中需要改进的地方及改进建议；
你的理由。

徒步活动方案 主题：发现上海 时间：5月1日（星期日）下午3:00 路线：从人民广场出发，途经南京东路，抵达外滩（the Bund）后原路返回

  

样卷答案及评分标准

第一大题（第1至第10小题，每题1分,第11-20小题，每题1.5分，共30分。）
1.D 2. B  3.A  4.B  5.D  6.C  7.B  8.C  9.C  10.A
11.C  12.D   13.A  14.B  15.A  16.C 17.B  18. A  19.C  20. B
第二大题(第21-40小题每题1分,共20分)
21. he   22. to check 23. that 24. as/though 25. who 26. ignoring
27. has been interrupted/is interrupted/is being interrupted
28. an 29. without 30.may/might/must/will
31. D  32.E  33.J  34.G  35.C  36.H  37.B  38.F  39.A   40.K
第三大题(第41-55小题，每题1分；第56-70小题每题2分,共45分。)
41. D   42. A   43. B    44. D    45. C    46. B    47. A    48. D    49. A    50. C 
51. B    52. B    53. D    54. A    55. C    56. B   57. A    58. D    59. A    60. D
61. D    62. B    63. A    64. B    65. D  
 66. B    67. C 68.F  69. B  70. E.  
71.
Rote learning means mechanical memorization. Although technology makes it less needed, its value is being rediscovered. Rote learning helps people acquire basic knowledge, laying a foundation for further understanding. In fact, technology makes mobile learning possible, which motivates learners in rote learning and makes memorization more interesting and individualized.


评分标准:



注意：
1. 本题总分为10分, 其中内容5分, 语言5分。
2. 评分时应注意的主要方面: 内容要点、信息呈现的连贯性和准确性。3. 词数超过60，酌情扣分。


各档次给分要求:
内容部分
A. 能准确、全面地概括文章主旨大意，并涵盖主要信息。
B. 能准确概括文章主旨大意，但遗漏个别主要信息。
C. 能概括文章主旨大意，但遗漏部分主要信息。
D. 未能准确概括文章主旨大意，遗漏较多主要信息或留有过多细节信息。
E. 几乎不能概括文章的主旨大意，未涉及文中有意义的相关信息。
F. 完全未作答或作答与本题无关。


语言部分
A. 能用自己的语言连贯、正确地表述。
B. 能用自己的语言较连贯、正确地表述,但有个别语言错误。
C. 基本能用自己的语言连贯、正确地表述，但连贯性较差，且有少量不影响表意的语言错误。
D. 基本能用自己的语言表述，但连贯性较差，且严重语言错误较多。
E. 几乎不能用自己的语言连贯、正确地表述。
F. 完全未作答或作答与本题无关。


第五大题（第72-73小题每题3分，第74小题4分，第75小题5分，共15分。
72. I really hope that my article will be published in a newspaper someday.
73. What is the point of/in lining up for the whole night just to buy a pair of sports shoes? / Is there any point (in) lining up for the whole night just to buy a pair of sports shoes?
74. Although I was then too young to understand the meaning of the film, I remember my family were moved to tears.
75. The moment my aunt gained her diploma after four years of hard work, she was filled with joy.

注意：
1.在每题中，单词拼写、标点符号、大小写错误累计两处扣一分。
2.语法错误每处扣1分。每句同类语法错误不重复扣分。
3.译文没有使用所给单词，扣1分。




第六大题（共25分）
评分标准：

注意：
1. 本题总分为25分，其中内容10分，语言10分，组织结构5分。
2. 评分时应注意的主要方面: 内容要点、应用词汇和语法结构的数量和准确性以及上下文的连贯性。
3. 评分时，先根据文章的内容和语言初步确定所属档次，然后对照相应的组织结构档次给予加分。其中，内容和语言两部分相加，得15分或以上者，可考虑加4—5分，15分以下者只能考虑加0、1、2、3分。
4. 词数少于70，总分最多不超过10分。 
各档次给分要求:
内容部分
A. 内容充实，主题突出，详略得当。
B. 内容较充实，能表达出作文要求。
C. 内容基本充实，尚能表达出作文要求。
D. 漏掉或未能写清楚主要内容，有些内容与主题无关。
E. 明显遗漏主要内容，严重离题。
语言部分
A. 具有很好的语言表达能力，语法结构正确或有些小错误，主要因为使用了较复杂结构或词汇所致。
B. 具有较强的语言表达能力，语法结构和词汇的应用基本正确，错误主要因为尝试较复杂结构或词汇所致。
C. 有一些语法结构和词汇方面的错误，但不影响理解。
D. 语法结构与词汇错误较多，影响了对内容的理解。
E. 语法结构与词汇的错误很多，影响了对内容的理解。
组织结构部分
A. 自然地使用了语句间的连接成分，全文流畅结构紧凑。句子结构多样，词汇丰富。
B. 能使用语句间连接成分，全文流畅结构紧凑。句子结构多样,词汇较丰富。
C. 能使用简单的语句间连接成分，全文内容连贯。句子结构有一定的变化，词汇使用得。
D. 尚能使用语句间连接成分，语言连贯性较差，句子结构单调，词汇贫乏。
E. 缺乏语句间的连接成分，语言不连贯。词不达意。




样卷录音稿
 I. Listening Comprehension  
Section A
Directions: In Section A, you will hear ten short conversations between two speakers. At the end of each conversation, a question will be asked about what was said. The conversations and the questions will be spoken only once. After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard.
1. M: So, what do you think of the new shopping center?
W: I went there yesterday and it is not as good as I expected.
Q: What does the woman think of the shopping center?
2. M: How long will we stay at the cam?
W: We’ll stay there for one night. That is, we will leave the camp on August 7th.
Q: When will the speakers arrive at the camp?
3. M: We are famous for our barbecue pork with rice. Would you like to have some?
W: Er... I don’t think so. I am not a big fan of Barbarella pork.
Q: Who is most probably the man?
4. M: Can I stay here for just another minute? I really need to look up something on Shakespeare.
W: Sorry. Everyone is supposed to put books back to the shelves when the closing bell is sounded.
Q: Where is the conversation most probably taking place?
5. M: Wasn’t the show any good?
W: The show is good, but I could hardly see the stage from my seat.
Q: What does the woman mean?
6. M: Do you have your break, lunch and dinner at the cafeteria?
W: I have lunch and dinner there, but I always skip breakfast.
Q: What can we learn from the conversation?
7. M: Are you going to put the seeds of tomatoes into the soil, too?
W: I think there is plenty of space to the right of the cucumbers.
Q: What are the speakers most probably doing?
8. M: The Morson Company turned down my application. I don’t how I can do without a job.
W: Well, don’t take it so hard. Something else will turn up
Q: What does the woman mean?
9. W: Good morning! This is Clean Air hot line. May I help you?
M: Yes, I’d like to report a smoking vehicle running on King Street.
Q: What can we learn from the conversation?
10. W: I think the film is good because it is scary. And the special effects are amazing.
M: It would deserve an award if it weren’t for its last part.
Q: What does the man think of the film?


Section B
Directions: In Section B, you will hear two short passages, and you will be asked three questions on each of the passages. The passages will be read twice, but the questions will be spoken only once. When you hear a question, read the four possible answers on your paper and decide which one would be the best answer to the question you have heard.


Questions 11 through 13 are based on the following passage.


Not everyone knows clearly how to build personal savings, but a savings plan started on a website has helped many put away a nice tidy sum. The fifty-two week money challenge is simple and if it is maintained, it will result in 1378 dollars in your savings account each year. It starts with saving an amount equaling 1 dollar in week 1, 2 dollars in week 2, 3 dollars in week 3, and continues right through the year until 52 dollars in week 52. While these are small in significant amounts, at the end of the year, you will have enough for an emergency fund, family celebration or holiday.
 Another simple way of building some savings is by depositing as little as two percent of your monthly income into a savings account. The key is that before bills and living expenses start to eat away your salary, you should put aside the savings portion of your pay.  Once you have reached a thousand dollars, you’ll find you probably have the motivation to continue to save even more.


Now listen again please.


Questions:


11. According to the fifty-two money challenges, how much should be put away in week 3?
12. What does the speaker suggest people do with their monthly income?
13. What is the speaker mainly talking about?


Questions 14 through 16 are based on the following passage.


 Life in the town of Tiverton is made up of both good news and bad news. At a local school a successful charity supper has been held. They made more than one thousand dollars and the local family in need got the majority of it. Many people came to the event and the family was very grateful. Yet the bad news is students have been made to wait outside before school. It has been really cold lately and the school should consider letting the students in to get warm before the weather gets even colder. In the town of Tiverton, a new ice-cream store, the Muddy Moos, is opened. It’s a great place to get ice-cream, coffee and other food. As for the bad news, a new bank has been built. While it is good to have a bank nearby, it has also brought much more traffic. In the morning on the way to school, it’s horrible. There is really no space for any more new buildings in the town. Tiverton is more and more like a big city. On reviewing these local news events, it seems Tiverton has a balance of good news and bad news. At least there is enough good news, so it remains a good place for the residents to enjoy their life.  


Now listen again please.


Questions:
14. For the local family in need of help, what did they get?
15. According to the speaker, what should the school do?
16. What does the speaker think of the town of Tiverton?


Questions 17 through 18 are based on the following conversation.
M: So, how was your first day at work?
W: My first day at work was a complete disaster.
M: Oh dear! What happened?
W: In the morning, my boss and I had to go to a meeting. I had a large cup of coffee in my hand.
I fell over and spilled the coffee all over my boss and his notes
M: Oh, no! Then, what did you do?
W: Well, I offered to buy him lunch to make him happy. So, I went to Jake's Burger to get him a
nice burger for lunch. When I handed him the food, he told me that he didn't eat meat!
M: What? He's a vegetarian!
W: How could I know that?
M: Then, what did you do?
W: I went to the food court and got him a salad.
M: Okay, that was nice of you to do that.
W: I thought that it would be Okay. But after two bites, he found a worm in the salad.
M: A worm?
W: Yes, a little yellow worm that was moving
M: Oh dear!
W: He was so angry that he almost fired me.
M: But it wasn't your fault. You didn't put the worm in the salad. Or did you?
W: Of course not, Dad. So, after lunch, we had to decorate the function room in the community centre. My boss asked me to hang something onto the wall and guess what, I dropped the hammer onto his foot!
M: Ouch.
W: It was an accident!
M: He must have been more than angry.
W: He was speechless. He stormed out of the office and didn't come back for the whole day! So, I'm sure I will be fired soon.
M: I think it will be fine. He probably just needs a break. Maybe you should call him to apologise to him.
W: Well, I agree.


Now listen again please.


Questions:
17. What are the two speakers talking about?
18. What can we learn about the woman's boss?
19. What did the woman drop on her boss’s foot?
20. What does the man suggest the woman do?


That’s the end of listening comprehension.





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