2016年英语高考卷 2016年英语高考卷上海

2016年高考天津卷英语作文范文

第二节：书面表达(满分25分)

2016年英语高考卷 2016年英语高考卷上海

2016年英语高考卷 2016年英语高考卷上海

2016年英语高考卷 2016年英语高考卷上海

设你是晨光中学的学生会李津。一批来自英国的高中生与你校学生开展了为期两周的交流活动。现在，他们即将回国，你将在欢送会上致辞。请根据以下提示写一篇发言稿。

(1) 回顾双方的交流活动(如学习、生活、体育、文艺等方面);

(2) 谈谈收获或感情;

(3) 表达祝愿语期望。

注意：

(1) 词数不少于100;

(2) 可适当加入细节，是内容充实、行文连贯;

(3) 开头和结尾已给出，不计入总词数。

Dear friends,

How time flies!

Thank you.

2016年高考全国卷1卷英语试题难度相比去年难不难评析

今年全国卷比上次难估计是用全国卷的省多了吧。

the world of a man’s life is, for the most part, but the world of his thoughts. Thus the best

谁有2016年全国高考三卷英语阅读b篇

5.A

6.D

7.C

试题分析：文章介绍了一位女作家请纽约的朋友吃饭时发生的故事。Welty是一位年纪比较大的作家，她来自密西西比。Welty的作品都是来自于现实的生活。

5.A 细节理解题。根据段“another customer was approaching their table”和第三段“the woman joined the Welty party. When her dinner partner showed up, she also pulled up a chair”可知，先后有两个陌生人（一位女士及其同伴）加入了 Welty他们的聚会，故选A。

6.D猜测词义题。划线的them指代前面提到的人或物，根据“Now we beli your stories”可知，them指代的是Wdty写的里面的故事，听了Wdty和两个陌生人的有关密西西比的谈话之后，Wdty的朋友相信了Wdty里的故事都是来源于生活，故选D。

7.C推理判断题。根据“I don’t make them up”和“Welty’s people come from afternoons spent visiting with old friends, from walks through the streets of her native Jackson, Miss., from conversations overheard on a bus.”可知，Welty里的人物并非虚构的，他们都来源于现实的生活，故选C。

考点：故事类短文阅读

来自：

2016年全国高考英语作文怎么写

2016全国1卷英语参考例文如下：

Dear Ms Jenkins,

I'm Li Hua from your English writing class last term. I'm writing to ask for your . I'm applying for a part-time job at a foreign company in my city during the summer vacation, and I he just completed my application letter and resume. Howr, I am not quite sure of the language and the format I've used. I know you he a very busy schedule, but I'd be very grateful if you could take some time to go through them and make necessary changes. Please find my application letter and resume in the attachment.

Thank you for your kindness!

Yours,Lihua

谁有2016年全国高考英语三卷b篇阅读翻译

Five years ago, when I taught art at a school in Seattle, I used Tinkertoys as a test at the beginning of a term to find out soming about my students.

五年前，当我在西雅图一个中学美术课时，在一个学期的开始，我用工匠作为一个测试，来了解我所教的学生情况。

I put a all set of Tinkertoys in front of each student, and said:”Make soming out of the Tinkertoys. You he 45 minutes today - and 45minutes each day for the rest of the week.”

我在每一个学生面前放置了一套小型的工匠，说：‘用工匠做个东西。你们今天有45分钟去做，这一周接下来的每一天也有45分钟去做。

A few students hesitated to start. They waited to see the rest of the class would do. Sral others checked the instructions and made soming according to one of the model plans provided.

一些学生不愿意开始去做。他们等着看其他的学生做。其他的几个学生查看用法说明，然后根据提供的模型示意图做东西。

Another group built soming out of their own imaginations.

Once I had a boy who worked experimentally with Tinkertoys in his free time. His constructions filled a shelf in the art classroom and a good part of his bedroom at home.

另一组学生用他们自己的想象力建造。

曾经我有个学生在他的空闲时间拼装玩具。他的建造物装满了美术教师的一个架子和他家里卧室的一角。

I was delighted at the presence of such a student.

我很高兴我能有这样一个学生。

Here was an exceptionally creative mind at work. His presence meant that I had an unexpected teaching assistant in class whose creativity would infect(感染) other students.

他的非凡的具有创作力的思想在发挥作用。他的存在意味着我有了一个意料之外的教学助理，他的创作力会感染其他的学生。

Encouraging this kind of thinking has a downside. I ran the risk of losing those students who had a different style of thinking.

鼓励这种思想有一个缺点。我冒着肯能失去那些有着不同思维方式的学生的风险。

Without fail one would declare, ”But I’m just not creative.”

一定会有学生说：“但是我就是没有创造力啊。”

“Do you dream at night when you’re asleep?”

“当你晚上睡着的时候，你做梦吗？”

“Oh, sure.”

“当然了”。

“So l me one of your most interesting dreams.” The student would l soming wildly imaginative.

“那就告诉我一个你有趣的梦”。这个学生就会告诉我一件极其富有想象力的事。

Flying in the sky or in a time machine or growing three heads. “That’s pretty creative. Who does that for you?”

在天空飞翔或者在时间机器里或者长出三个脑袋。“太有想象力了。谁给你想出来的？”

“Nobody. I do it.”

“没谁，是我自己想的”

“Really-at night, when you’re asleep?”

“真的呀，在你晚上睡觉的时候？”

“Sure.”

“是的”

“Try doing it in the daytime, in class, okay?”

“那试着白天在课堂上也这么想，好吗”