2013 AP Exam schedule

云南省高等学校英语应用能力考试（本科）YUNNAN PROVINCIAL TEST OF PRACTICALENGLISH ABILITY FOR UNDERGRADUATES试 题 册注意事项● 本试卷分A 、B 两种类型。

本卷为A 卷类型。

考试时间为130分钟，即14:00—16:10（含考试指令，收发卷时间），不得提前或拖延。

考试全过程，即14:00至16:10考生不得中途退场。

● 听力考试部分结束后，考生必须摘下耳机，继续做其它部分试题。

● 考生不可携带任何通讯工具进入考场，如手机等电子产品。

若已将此类物品带人考场，须将它们交给监考人员保管，待考试结束后取回。

● 考生拿到答题卡后，应首先把答题卡表头各项目正确填写完毕。

若不填不划，或填错划错，不能记录成绩，后果考生自负。

答题卡表头的填划要求是：1. 正确填写学校名称、姓名、考场号和座位号；2. 正确填划试卷代号（在代号字母中间划一短横线）；3. “准考证号”下的14个方框用阿拉伯数字填入，并在方框下面各条0-9的数字中找出对应方框相符的数字，在数字中间划一条短横线；同时将准考证号填入本试题册封面上的方框内。

● 答案一律做在答题卡上，凡做在试题册上的答案一律无效。

客观性选择题，填划答案时，一律用2B 铅笔填划，应在选定的答案项[A],[B],[C]或[D]字母中间划一条短横线，横线长度不要超出方括号，要有一定的浓度和粗度，浓度要盖过字母底色。

● 做主观性试题时（全部做在答题卡上），必须使用黑色字迹的钢笔或圆珠笔答题。

禁止使用涂改液。

● 考试过程中，除了试卷印刷质量问题，考生不得向监考人员提有关试题作答的任何问题，监考人员对此一律不作回答。

●宣布考试结束时，考生应马上停笔。

待监考人员收齐所有考试材料，点清无误后宣布离开考场时，才能离开考场。

云南省大学外语教学与考试指导委员会编制2013年6月Part I Listening ComprehensionSection A: Short ConversationsDirections:In this section, you will hear 9 short conversations. At the end of each conversation, a question will be asked about what was said. Both theconversation and the question will be spoken only ONCE. After eachquestion there will be a pause. During the pause, you must read the fourchoices marked A, B, C and D, and decide which is the best answer.Then mark the corresponding letter on the Answer Sheet with a singleline through the centre.1. A. She would not help.B. She can help him out with the program.C. She will keep in touch with him.D. She is not sure if she can pass on the message.2. A. He is rather disappointed. B. He is slightly offended.C. He is a little angry.D. He understands that.3. A. Keep his own way. B. See a doctor.C. Find out a win-win solution.D. Persuade his partner.4. A. 55 minutes. B. 45 minutes. C. 40 minutes. D. 35 minutes.5. A. Kevin didn’t get divorced. B. Kevin got divorced.C. Not sure.D. Kevin is successful.6. A. Lawyer and client. B. Doctor and patient.C. Teacher and student.D. Manager and secretary.7. A. At the neighborhood. B. At a cinema.C. At a clothing store.D. At a bar.8. A. Ms. Jenkins is out for a meal. B. Ms. Jenkins is on sick leave.C. Ms. Jenkins is at a meeting.D. Ms. Jenkins is on a business trip.9. A. Stay with his mom. B. Make new friends.C. Go out with his friends.D. See his friends out.Section B：Long ConversationDirections:In this section, you will hear ONE long conversation. At the end of the conversation, three questions will be asked about what was said. Boththe conversation and the questions will be spoken only ONCE. After eachquestion there will be a pause. During the pause, you must read the fourchoices marked A, B, C and D, and decide which is the best answer. Thenmark the corresponding letter on the Answer Sheet with a single linethrough the centre.Questions 10 to 12 are based on the conversation you have just heard.10. A. She could not find the tickets.B. She could not find her toothbrush.C. She could not carry the suitcase alone.D. She could not close the suitcase.11. A. She never knows how to shut the suitcase.B. She always forgets things.C. He was busy looking for the tickets himself.D. He could not spare time to help him.12. A. In Mary’s handbag. B. In the suitcase.C. In David’s pocket.D. Not mentioned.Section C：Short PassageDirections:In this section, you will hear ONE short passage. At the end of the passage, you will hear three questions. Both the passage and thequestions will be spoken only ONCE. After you hear a question, youmust choose the best answer from the four choices marked A, B, C and D.Then mark the corresponding letter on the Answer Sheet with a singleline through the centre.Questions 13 to 15 are based on the conversation you have just heard.13. A. The general public. B. University students.C. Newspaper employees.D. Magazine advertisers.14. A. Publisher. B. Reporter.C. Photographer.D. Customer.15. A. A new TV program. B. A news website.C. A newspaper.D. A recession.Section D: Spot-DictationDirections:In this section, you will hear ONE passage three times. When the passage is read for the first time, you should listen carefully for its general idea.When the passage is read for the second time, you are required to fill inthe blanks numbered from 16 to 25 with the exact words you have justheard. Finally, when the passage is read for the third time, you shouldcheck what you have written.Most of us don't give serious thought to our mouths. We use them to eat, talk, and breathe. We rarely give them (16)_____________ beyond keeping our teeth clean and white. But the mouth can also be a gateway for bacteria. And research is now showing how our mouths can (17)_____________ the rest of our bodies. This comes (18)_____________ to many people.People who have gum (齿龈) disease (19)_____________ of having heart attacks. They're also (20)_____________ to acquire other health problems than those people who have healthier gums. So it is clear that we should consider our mouths more.In fact, (21)_____________ show the amount of bacteria in the mouth is (22)_____________ the dangerous build-up of harmful cells within the blood. Over time, this can cause blood to be blocked from (23)_____________. And this can ultimately lead to heart attacks.Experts say that people who have gum disease should quickly and thoroughly (24)_____________ with professional cleanings two or even three times a year. But even for people without gum disease, regular brushing might help to keep their hearts and brains healthy too. So be sure to (25)_____________ your mouth!Part II Structure and VocabularyDirections:There are 20 incomplete sentences in this part. For each sentence there are four Choices marked A, B, C and D. Choose the ONE that bestcompletes the sentence. Then mark the corresponding letter on theAnswer Sheet with a single line through the center.26. The reason Hollywood is a good place for making movies is ________ the sunshines there every day.A. thatB. whatC. howD. why27. ________ her add ress, we couldn’t get in touch with her.A. not to knowB. to knowC. not knowingD. not know28. ________ the time of the final examinations ________ the students start to readhis books.A. Not…untilB. Not…until didC. Not unt il...didn’t D. Not until (i)29. ________ they are poor, they are against the plan to trade land for goods andmoney.A. DespiteB. In spite ofC. Even thoughD. As30. A: Who are making so much noise in the garden?B: ________ the children.A. It isB. There areC. That isD. They are31. She was educated at Beijing University, ________ she went on to have heradvanced study abroad.A. after thatB. from whichC. from thatD. after which32. It was reported that only one passenger was fortunate to escape ________ in theplane crash.A. killingB. being killedC. to be killedD. having killed33. Amanda ________ alone, but since she came to China she ________ together withher classmates.A. used to study; has got used to workingB. used to study; has got used to workC. was used to studying; has got used to workingD. was used to studying; has got used to work34. Aft er ________ seemed an endless wait, it was his turn to step into the doctor’soffice.A. itB. thatC. whatD. there35. With the advancement of technology, computers have come into the market,________ capable of doing very complicated calculations at great speed.A. that they areB. which they areC. that isD. which are36. The manager required that all the employee ________ at the office before 9:00 inthe morning.A. will arriveB. arriveC. arrivedD. have arrived37. It was an unpopular policy that caused a number of ________ within the party.A. conflictsB. conferencesC. contestsD. commands38. John is very quiet and shy, but Bill has a very outgoing ________ and loves tomeet people.A. propertyB. personalityC. specialtyD. cooperation39. On New Year's Eve, many large cities hold special outdoor ________ whichattract large crowds of people.A. incidentsB. eventsC. casesD. affairs40. Jack’s plans are too ________, for he intends to master English, French andSpanish before he is sixteen.A. arbitraryB. aggressiveC. ambitiousD. abundant41. It is essential and important for parents to teach their children to________between right and wrong.A. determineB. examineC. exploreD. distinguish42. As a freshman, you have to ________ yourself quickly to the new college lifehere.A. adaptB. stickC. adoptD. yield43. ________, a friend of Mrs. Black found the watch she had lost two days before.A. EspeciallyB. UsuallyC. GenerallyD. Fortunately44. This light is too ________ for the child to read by, and so he should be providedwith a brighter one.A. mildB. dimC. minuteD. slight45. Being ignorant of the law is not accepted as an ________ for breaking the law.A. optionB. intentionC. excuseD. approvalPart III Reading ComprehensionSection ADirections:In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a wordbank following the passage. Read the passage through carefully beforemaking your choices. Each choice in the bank is identified by a letter.Please mark the corresponding letter for each item on the Answer Sheetwith a single line through the centre. You may not use any of the words inthe bank more than once.Questions 46 to 56 are based on the following passage.People have been interested in handwriting for a long time. The first book on the study of handwriting was written in 1632. Since then, hundreds of books have been 46 on the subject.Researchers 47 that you can learn a lot about people’s personalities by looking at the way they write. Some of the characteristics they look at are slant ---- whether your letters point 48 or backward and pressure ---- whether you press hard or only lightly on the paper. Each of these characteristics can tell different 49. For example, if you slant your letter forward, you are an outgoing, 50 person. If you press hard, you are a person with strong feelings.Researchers also look at which parts of the letters seem larger or more important. For this reason they have 51 the letters into three parts. If the upper part of the letter is very large 52 to the part in the middle, then the writer may be idealistic. If the 53 part is very large, it shows that the writer is very interested in money and success. If all parts are well balanced, the writer is 54 to be practical. So the next time you write a letter, fill in a 55, or even write your name, be careful. You may tell people more than you expect.Section BDirections:There are 3 passages in this section. Each passage is followed by five questions or unfinished statements. For each of them there are fourchoices marked A, B, C and D. You should decide on the best choice andmark the corresponding letter on the Answer Sheet with a single linethrough the centre.Passage 1Questions 56 to 60 are based on the following passage.Not only politeness but an attitude of respect is demanded in church. If one is not familiar with the service, he may maintain a respectful silence, standing when others stand, sitting when they sit, and bowing during prayer. On entering a church an usher will probably show you to a seat and it is polite to take the one indicated by him, though it is quite proper to whisper a suggestion that one does not want to sit too far to the front.It is usual for anyone attending church to take some money along for the offering, as it is a regular part of every church service and is used for the work of the church. Good clothes, but never evening clothes, are worn to a church service. In some churches it is improper for a lady not to wear a hat. It is impolite and disrespectful to talk or whisper, to eat or chew anything, or to enter or leave during the service. One must come on time and stay till the service is over. When the service is over, one passes quietly out of the church with the other worshipers.Sometimes the “Lord’s Supper” or “Communion” is observed at the end of the service. This is a special service for the fellowship of Christians, and one is not supposed to participate unless he is a Christian. He may sit quietly and observe the service if he wishes. (240 words)56. If you don’t know the procedures quite well, you’d better ________.A. sit there silently all the timeB. stand by and observe the othersC. do as the others doD. sit in the front seats57. On entering a church, you ________.A. can speak loudly to your friendsB. may whisper to the usher where you prefer to be seatedC. must follow the usher’s directionD. should always try to sit near to the front58. It is desirable to go to a church wearing ________.A. your best clothesB. your evening clothesC. clothes neat and formalD. a hat59. Which of the following statements is NOT true?A. You’d take some money with you to the church.B. Women are allowed to wear a hat in some churches.C. You cannot be late for the service.D. You may start talking when the service is over.60. At the end of the service, ________ can take part in the “Communion”.A. only ChristiansB. all the people presentC. only AmericansD. all the nativesPassage 2Questions 61 to 65 are based on the following passage.Every human being, no matter what he is doing, gives off body heat. The usual problem is how to get rid of it. But the designers of the Johnstown campus of the University of Pittsburgh set themselves the opposite problem – how to collect body heat. They have designed a collection system which uses not only body heat, but the heat given off by such objects as light bulbs and refrigerators as well. The system works so well that no fuel is needed to make the campus’s six buildings comfortable.Some parts of most modern buildings –theaters and offices as well as classrooms –are more than sufficiently heated by people and lights and sometimes must be air-conditioned even in winter. The technique of saving heat and redistributing it is called “heat recovery”. A few modern buildings recover heat, but the University’s system i s the first to recover heat from buildings and reuse it in others.Along the way, Pitt has learned a great deal about some of its producers. The harder a student studies, the more heat his body gives off. Male students send out more heat than female students and the larger a student is, the more heat he produces. It is tempting to conclude that the hottest prospect for the Johnstown campus would be a hard-working overweight male genius.（220 words）61. What is characteristic of the buildings on Johnstown campus of the University ofPittsburgh?A. They are more comfortable to live in than other buildings.B. They collect body heat to regulate the temperature inside.C. They use light bulbs to heat the classrooms.D. They consume less fuel to keep the classrooms cool.62. According to the passage, the technique of heat recovery is used ________.A. to provide a special form of air-conditioningB. to provide heat for the hot water systemC. to find out the source of heatD. to collect heat and reuse it63. The phrase “the hottest prospect” in this passage refers to ________.A. the person who suffers most from heatB. the person who needs more heat than othersC. the person who gives off most heatD. the person who make better use of body heat64. Which of the following statements is NOT true according the passage?A. The harder a student works, the more heat he or she produces.B. The bigger a student is, the more heat he or she sends out.C. A large and hard-working boy student gives off the most heat.D. A girl student sends out more heat than a boy student.65. Which of the following may be the best title for this passage?A. Recovery of Body HeatB. Modern Building’s Heat SystemC. Body Heat and SexD. Ways of Heating Buildings Passage 3Questions 66 to 70 are based on the following passage.Many people hope that the whole world will one day speak a common language. Over the years, people have made up new languages with this aim. At least six hundred languages have been developed in the search for a language which all human beings would be able to speak. The most famous one, Esperanto (世界语), was the idea of Ludwig Zamenhof, a doctor in Warsaw. To encourage people to learn the Language, he made it as simple as possible.Esperanto has never been accepted as an official world language, but it has been suggested as an auxiliary language. By 1950 it had been taught to one and a half million speakers, and it was spoken in six hundred schools. Today Esperanto is spoken by about eight million people, and more than one hundred newspapers and magazines in the language are published regularly throughout the world.Now the need for a new auxiliary language like Esperanto seems less obvious. Throughout this century English has grown more and more important. It has become a second language for many millions of people. The fact that more are learning English shows that the use of English is still growing worldwide. No one would deny the usefulness of a world language, but not many people think that Esperanto is likely to play such a role. (224 words)66. Over the years, people have made up new languages in the hope that ________.A. all people will be able to speak a common languageB. people will learn a foreign language betterC. people can understand each other betterD. people will be able to speak several languages67. Zamenhof made the language as simple as possible because ________.A. he wanted people to learn it quicklyB. he hoped more and more people would be willing to learn itC. he wanted everyone to speak it without any difficultyD. he hoped it would be accepted as an official world language68. Which of the following statements is NOT true of Esperanto?A. It has been suggested as an auxiliary language.B. Many newspapers are published in Esperanto regularly throughout the world.C. It was once used as an official language.D. It is spoken today by many millions of people.69. Which of the following is NOT true of English?A. It is widely taught in schools.B. It has become a second language for many millions of people.C. Many books have been written in English.D. It is less popular than Esperanto.70. What is the best title of the passage?A. The language made by one man.B. A talk about the world language.C. English as a second language for everyone.D. Esperanto—a better language than English.Part IV ClozeDirections:There are 10 blanks in the following passage. For each blank there are four choices marked A, B, C and D. You should choose the ONE that bestfits into the passage. Then mark the corresponding letter on the AnswerSheet with a single line through the centre.In one way of thinking, failure is a part of life. In another way, failure may be a w ay towards (71) ______. The “spider story” is often told. Robert Bruce, leader (72) ______ the Scots(苏格兰人) in the 18th century, was (73) ______ in a cave from the English. He watched a spider spinning a web. The spider tried to reach across a tough place in the rock. He tried six (74) ______ to span the gap. On the seventh time he made it and went to spin his web. Bruce is said to have taken heart and (75) ______ have gone on to defeat the English. Edison, the (76) ______ of the light bulb, made hundreds of models that failed before he found the right way to make one.So what? First，always think (77) ______ your failure. What caused it? Were conditions right? Were you in top form yourself? What can you change so things will (78) ______ right next time?Second, is the goal you are trying to (79) ______ the right one? Try to do some thinking about your real goals may be. Think about this question: “If I do succeed in this, where will it get me?”This may help you prevent failure in things you shouldn’t be doing anyway.The third thing to (80) ______ in mind about failure is that it’s a part of life. Learn to “live with yourself” even though you may have failed. Remember “You can’t win them all.”71. A. successive B. successful C. success D. succeed72. A. as B. of C. for D. among73. A. hiding B. conducting C. revealing D. sitting74. A. hours B. efforts C. times D. turns75. A. thus B. too C. also D. to76. A. producer B. artist C. inventor D. writer77. A. much B. about C. often D. upon78. A. prove B. go C. get D. move79. A. reach B. make C. arrive D. get80. A. fear B. have C. tear D. bearPart V TranslationDirections:Complete the sentences by translating into English the Chinese given in brackets. Please write your translation on the Answer Sheet.81. Surprisingly enough, when I arrived at the party I found someone else was dressed__________________________________ （跟我一模一样）.82. When I go to work, I prefer to take a bus rather than drive, and ______________________________ （那天上午也不例外）.83. Only those who stick it out can achieve success. _____________________________________________ （半途而废的人）will never realize their dreams.84. If you ______________________________ （认为自己是）a failure, you mayturn out to be one.85. He is an honest man, I must say, even though _____________________________（我和他有分歧）.Part VI Guided WritingDirections：For this part, you are allowed 30 minutes to write a short composition on the topic Finding a Good Job. You should write at least 120-150 wordsfollowing the outline given below in Chinese.1. 大学毕业生找工作不是一件容易的事。

AP ® English Language and Composition2013 Scoring GuidelinesThe College BoardThe College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students,educators, and schools. The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns.© 2013 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners.Visit the College Board on the Web: .AP Central is the official online home for the AP Program:.Question 1The essay score should reflect the essay’s quality as a whole. Remember that students had only 15 minutes to read the sources and 40 minutes to write; the paper, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-class assignment. Evaluate the paper as a draft, making certain to reward students for what they do well.All essays, even those scored 8 or 9, may contain occasional lapses in analysis, prose style, or mechanics. Such features should enter into a holistic evaluation of an essay’s overall quality. In no case should an essay with many distracting errors in grammar and mechanics score higher than a 2.____________________________________________________________________ _______________________ 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in development, or impressive in their control oflanguage.8 – EffectiveEssays earning a score of 8 effectively examine the factors a group or agency should consider in memorializing an event or person and in creating a monument. They develop their argument by effectively synthesizing* at least three of the sources. The evidence and explanations used are appropriate and convincing. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless.7Essays earning a score of 7 meet the criteria for the score of 6 but provide more completeexplanation, more thorough development, or a more mature prose style.6 – AdequateEssays earning a score of 6 adequately examine the factors a group or agency should consider in memorializing an event or person and in creating a monument. They develop their argument by adequately synthesizing at least three of the sources. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear.5 Essays earning a score of 5 examine the factors a group or agency should consider inmemorializing an event or person and in creating a monument. They develop their argument by synthesizing at least three sources, but how they use and explain sources is somewhat uneven, inconsistent, or limited. The writer’s argument is generally clear, and the sources generally develop the writer’s position, but the links between the sources and the argument may be strained. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas.Question 1 (continued4 – InadequateEssays earning a score of 4 inadequately examine the factors a group or agency should consider in memorializing an event or person and in creating a monument. They develop their argument by synthesizing at least two sources, but the evidence or explanations used may be inappropriate, insufficient, or unconvincing. The sources may dominate the essay’s attempts at d evelopment, the link between the argument and thesources may be weak, or the student may misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing.3 Essays earning a score of 3 meet the criteria for the score of4 but demonstrate less success in examining the factors a group or agency should consider in memorializing an event or person and in creating a monument. They are less perceptive in their understanding of the sources, or their explanation or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing.2 – Little SuccessEssays earning a score of 2 demonstrate little success in examining the factors a group or agency should consider in memorializing an event or person and in creating a monument. They may merely allude to knowledge gained from reading the sources rather than cite the sources themselves. These essays may misread the sources, fail to develop a position, or substitute a simpler task by merely summarizing or categorizing the sources or by merely responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. Essays that score 2 often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control.1 Essays earning a score of 1 meet the criteria for the score of2 but are undeveloped, especially simplistic in their explanation, weak in their control of writing, or do not allude to or cite even one source.0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English.— Indicates an entirely blank response.∗ For the purposes of scoring, synthesis means using sources to develop a position and citing them accurately.Question 2The score should reflect the essay’s quality as a whole. Remember that students had only 40 minutes to read and write; the paper, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-class assignment. Evaluate the paper as a draft, making certain to reward students for what they do well.All essays, even those with scores of 8 or 9, may contain occasional lapses in analysis, prose style, or mechanics. Such features should enter into a holistic evaluation of an essay’s overall quality. In no case should an essay with many distracting errors in grammar and mechanics score higher than a 2.____________________________________________________________________ _______________________ 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or impressive in their control of language.8 – EffectiveEssays earning a score of 8 effectively analyze* the rhetorical strategies Louv uses to develop his argument about the separation between people and nature. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless.7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more completeexplanation, more thorough development, or a more mature prose style.6 – AdequateEssays earning a score of 6 adequately analyze the rhetorical strategies Louv uses to develop his argument about the separation between people and nature. They develop their analysis with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. The essay may contain lapses in diction or syntax, but generally the prose is clear.5 Essays earning a score of 5 analyze the rhetorical strategies Louv uses to develop his argument about the separation between people and nature. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas.Question 2 (continued4 – InadequateEssays earning a score of 4 inadequately analyze the rhetorical strategies Louv uses to develop his argument about the separation between people and nature. These essays may misunderstand the passage, misrepresent the strategies Louv uses, or may analyze these strategies insufficiently. The evidence or explanations used may be inappropriate, in sufficient, or unconvincing. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing.3 Essays earning a score of 3 meet the criteria for the score of4 but demonstrate less success in analyzing the rhetorical strategies Louv uses to develop his argument about the separationbetween people and nature. They are less perceptive in their understanding of the passage or Louv’s strategies, or the explanations or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing.2 – Little SuccessEssays earning a score of 2 demonstrate little success in analyzing the rhetorical strategies Louv uses to develop his argument about the separation between people and nature. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies Louv uses, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The essays often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control.1 Essays earning a score of 1 meet the criteria for the score of2 but are undeveloped, especially simplistic in their explanation, or weak in their control of language.0Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-outresponse, a drawing, or a response in a language other than English.— Indicates an entirely blank response.* For the purposes of scoring, analysis refers to explaining how the author’s rhetorical choices develop meaning or achieve a particular effect or purpose.AP® ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES Question 3 The score should reflec t the essay’s quality as a whole. Remember that students had only 40 minutes to read and write; the paper, therefore, is not a finished product and should not be judged by standards appropriate for an out-of-class assignment. Evaluate the paper as a draft, making certain to reward students forwhat they do well. All essays, even those scored 8 or 9, may contain occasional lapses in analysis, prose style, or mechanics. Such features should enter into a holistic evaluation of an essay’s overall quality. In no case should an essay with many distracting errors in grammar and mechanics score higher than a 2.________________________________________________________________________ ___________________ 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or particularly impressive in their control of language. 8 – Effective Essays earning a score of 8 effectively develop a position on the relationship between ownership and sense of self. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide a more complete explanation, more thorough development, or a more mature prose style. 6 – Adequate Essays earning a score of 6 adequately develop a position on the relationship between ownership and sense of self. The evidence and explanations used are appropriate and sufficient, and the argument is coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally the prose is clear. 5 Essays earning a score of 5 develop a position on the relationship between ownership and sense of self. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. 4 – Inadequate Essays earning a score of 4 inadequately develop a position on the relationship between ownership and sense of self. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The argument may have lapses in coherence or be inadequately developed. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. © 2013 The College Board. Visit the College Board on the Web:.AP® ENGLISH LANGUAGE AND COMPOSITION 2013 SCORING GUIDELINES Question 3 (continued 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in developing a position on the relationship between ownership and sense of self. The essays may show less maturity in control of writing. 2 – Little Success Essays earning a score of 2 demonstrate little success in developing a position on the relationship between ownership and sense of self. These essays may misunderstand the prompt, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language, or especially lacking in coherence. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. — Indicates an entirely blank response. © 2013 The College Board. Visit the College Board on the Web: .。

新思维十大单词记忆法
31、woo v.求爱 w乌鸦+oo（眼镜） 鲨鱼戴着我的眼镜去求爱。
32、bamboo n.竹子 ba爸 m妈 boo 600 爸爸妈妈把600个竹子做成了扇儿。
33、spark n.火花 s美女 park公园 美女在公园里发射火花喷到了星星。
34、pant vi.,vt.&n.喘气 p胖 ant蚂蚁 三条丝巾上爬满了胖蚂蚁，都在喘气。
35、danger n.危险 dang（拼音）噹 e鹅 r人 “噹” 的一声山虎下山，鹅和人危险了。
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新思维十大单词记忆法
36、bend n.弯；拐角 ben笨 d蛋 笨蛋在拐角遇到了山鹿。
37、badge n.徽章 bad坏 ge哥 坏哥哥把山鸡做成了徽章。
38、lute n.琵琶 lu鹿 te特 一个妇女骑着鹿上，特别喜欢听琵琶。
腰包里藏着一只上了年龄的鹅渴望成为人。
19、vivid adj.生动的；活泼的 vi（谐音）维； vi（谐音）维 ；d（拼音）弟 把药酒当成维维豆奶，喝完变得很活泼。
20、hippo n.河马 hi（英文）Hi； pp（拼音）屁屁； o（形象）圆 跟河马打招呼的时候，用香烟在它屁屁上烫了一个圆。
新思维十大单词记忆法
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新思维十大单词记忆法
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该复习了， 科学的复习 对长期牢固的记忆 非常重要哦！
新思维十大单词记忆法
11、writing n.书写；笔法 w我 ri日 ting亭 我在日光下用梯子爬上亭子书写。
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12、prepare v.准备；预备 pr仆人 e鹅 pa怕 re热 仆人抱着鹅坐椅子上很怕热，特地准备了空调。
39、dank adj.透水的，潮湿的 dan蛋 k壳 山丘上堆满了潮湿的蛋壳。

Special Topics in EFL Final Exam InstructionsSpring 2012Janet RaskinI. AssignmentWhen you are teaching in a school, you will be very busy teaching from your textbook and giving exams. You probably won’t have a lot of time to do “extra” things. Therefore, you must have short, fun, meaningful tasks that will make your students really use the language you have taught them. That’s why we are going to do a final exam with short, fun, meaningful tasks that practice specific language (vocabulary, grammar, pronunciation).You will be given a task. You and a partner will write the lesson plan for the task. Then you and your partner will do your task. Finally, you and your partner will present your task and show your result to the class on your assigned day. The class will not do the task. Only you and your partner will do the task outside of class as you prepare for your presentation.Remember that a task-based activity is focused on meaningful communication that applies to the real world. It also has a language practice element. It can be fun (fun is good), but it also has to seriously practice listening, reading, writing, and/or speaking. A task-based activity is done in small groups so that students get peer practice. Therefore, you and your partner must work together to do the task. While you are doing the task, you must speak in English. If you cannot do the task in English, neither can your students!II. Find your partner and your task at the end of these instructions.III. Write your lesson planFollow the plan for a task-based learning activity in the model I give you.Pre-task: Introduce the task with a short story, a thoughtful questions, or a picture. Get the class thinking about the task.Task Cycle:Do the task: You and your partner must do the task you design. You might need to write a paper, draw a picture, have an interview, use the computer, or take photos. Do whatever you need to do to complete your task.Planning what to say: Rehearse your presentation together.Report: On your assigned day, give your report to the class and show what you made. Language Focus: Include the vocabulary, grammar, pronunciation or any other language practice you want the students to do. You must do this practice exercise yourself.IV. Final Exam PresentationOn the day of your final exam presentation, you and your partner will report to the class about the task you have completed. Explain your task. What is the purpose of the task? Why is thismeaningful to the students? How did you do the task? What problems did you have, if any? Show the class the result of your task. Remember that every task must have something to show the class. It could be an object you created, but it might also be a short speech, or a composition.V. GradingVI. Example of the Lesson PlanSusie and David are partners. They have been assigned the following task.It is your responsibility to tell foreign students how to go to the movies, where the movies are, what is showing now, and how much it costs. The foreign students are new to Shenyang Normal and do not yet speak Chinese. Make sure the students know how to get there and how to have a good time.Name of task: Going to Jijia to see a movieObjective: By the end of the task, students will be able to∙give oral and written directions to a foreigner from South campus to the cinema in Jijia.∙Show a map of the way.∙Say the price of the ticket and the name of the movie.∙Hand in a phrase list of 10 important words or phrases the students will need while at the cinema in English and pin yin. (“One ticket please.” Yi ge piao.)Materials: Students will need paper and pens for the map and phrases.Level of imaginary students: high beginnersWhat has been studied before the task was assigned: direction vocabulary: turn right, turn left, go straight, take bus # ___, numbers and prices.Pre-task: Ask the students, “Do you often go to the cinema? Where is the closest cinema to Shenyang Normal University?”Task Cycle∙Task instructions: You must make sure the foreign students in south campus know how to go to the cinema in Jijia. Tell them how to go there, how much it costs, what they cansee, and anything else they need to have a fun night at the cinema. Make a map and give them 10 words or phrases you think they will need at the cinema, written in English and pin yin.∙Planning: Susie and David described their plan: We decided to make a map of the way, but it’s a little hard to describe because of all the construction on Huanghe Bei Dajie. In addition to the map, we are going to suggest taking the bus. We think the number 178will go there. David will check that. Susie is going to draw the map. We bothbrainstormed some phrases and wrote them in English. David is making the translationand the pin yin and Susie will check it. We looked on the internet to see what moviesthey have now, but we have to find the name in English. Susie will check this on theinternet. We also think the foreign students will want to eat something at the cinema so we will tell them to get popcorn and buy a Coke. We will give the price of the bus,movie, and snacks for each person – about 40 RMB per person. (Remember, you have to do the planning in English in order to learn from your peers.)∙Report: Show the map and turn in the written directions. Give the directions orally to the class. Tell the class the price and the movie. Suggest snacks they can buy and howmuch they are. Read the phrases to the class and give the translation.Language Focus: (You can take exercises from a book but you have to give the name of the book and tell me you didn’t write it yourself.)∙Give the students the phrases from the group’s phrase list. Have everyone in the class write or act out a dialogue in English about some Chinese students who go to the movies in the United States.Example of what the imaginary students might do:A: Do you want to see a movie?B: What’s playing?A: The Avengers.B: OK. How much is it?A: It costs. $8.00.B: OK.(at the cinema)A: Avengers, please.C: How many tickets?A: Two.C: Here you are.A: Thank you.(inside)A: Here are some seats. Sit here.B: Good. Can you see?A: Yes.VII. PartnersJune 14Felicia, SarahJodie, CicilyAmy, AnnSophia, FannyJune 21Tina, SallyRose, BellaLily, JaneBorisJune 28Judy, AngelLinda, LydiaSummer, YvonneCrystal, LillianVIII. TasksYou and your partner can choose a task you want to do. If two groups want the same task, the group who is going first will get first choice.1. Budget: How much money do you really need at SNU? Make a list of your expenses. Makea budget for a typical student each week or each month.2. Interview: Do an interview of someone on our campus who is not a student. Ask that person about their job and job responsibilities each day. Write the information in English.3. : Make a biographical timeline of a famous person of your choice. (focus on past tense)4. : Make a schedule how you will get your thesis done next year. (focus on future tense)5. : Pick a reading of your choice (story, news article, anything). Make flash cards to help you remember new words.6. : Make a travel poster about a country of your choice.7. : Make a poster of a holiday in an English-speaking country.8. Vacation: Make a travel itinerary for one week in any country you want. Plan what you will do, see, buy, or eat.9. : Make and carry out a survey on a topic of your choice. You have to actually give the surveys to people and calculate the results.10. Photo essay: Make a photo essay. Use your camera to chronicle a day in your life and create a powerpoint.11. Make a photo essay – documentary about something important to you (for incoming freshman)12. Comics. Have your students make comics at or .13. Weather report. Write a weather report. Keep track of the weather for five days and compare the days. (use comparatives)14. Song: Teach an English pop song you like.15. Dorm: Redesign the dorm room – measure the room and make a floor plan. Where would you put your stuff?16. Resource guide: Make a booklet of resources for finding a job after graduation. Where should you look?17. Family Tree: Make a family tree. Include a short interview or write a true story about three family members.18. Ice cream: Write a guide to buying ice cream in Shenyang Normal University. Describe the various ice cream bars in the campus supermarket because what’s inside doesn’t always look like what’s on the wrapper. Get the price, what type (ice cream, ice milk, popsicle, etc), calorie count, your opinion of the taste. What are the top f ive ice cream items? Imagine that you can’t read the Chinese names!!19. Menu in English: Translate the menu of Small Restaurant #6 (the Sichuan restaurant) on South campus. The foreign students would love to go there, but they can’t read the menu. F ind a way to translate and describe some of the dishes. Make an English menu and include pin yin so foreigners can pronounce the Chinese.。