“语法填空＋应用文写作＋概要写作”规范增分练(四)
(限时：45分钟)
Ⅰ.语法填空
You may feel short of money even if you have a good salary. The following are some tips on __1__ to save your money. First, set goals to save money and form moneysaving __2__ (habit) while staying away from those who waste money. Think twice before using money on expensive skin care products.
Second, cut down your daily expenses. When going to a supermarket, write down what you want to buy to avoid __3__ (buy) unnecessary stuff. Girls, __4__ always spend money on clothes, should keep __5__ eye open for discounts — you're likely to buy good summer dress in winter at a __6__ (reason) price. Third, economize your social life. When it's your turn to buy a meal, invite your friends to your home and cook the dinner __7__ (you). If you separate from your boyfriend, you __8__ (suppose) to donate the gifts he sent to you to some charities instead __9__ throwing them away.__10__ (final), you need to find other ways to earn extra money.
语篇解读：本文是一篇说明文，主要介绍了一些节省开支的建议。
1．how 根据下文可知，本文主要介绍了一些节省开支的建议，即如何节省开支。故填how。 2．habits habit是可数名词，此处应用其复数形式，意为“养成省钱的习惯”。故填habits。 3．buying 根据句法知识可知，avoid后应接动词的现在分词形式作宾语。故填buying。 4．who 分析句子结构可知，空格处引导非限制性定语从句，先行词是“Girls”，指人，且关系词在从句中作主语，故应用who引导该从句。故填who。
5．an keep an eye open for为固定短语，意为“密切注意，留心”，符合语境。故填an。 6． reasonable 根据空格前的冠词“a”及空格后的名词“price”可知，此处应用形容词修饰名词“price”，表示“以一个合理的价格”。故填reasonable。
7．yourself 根据第三点建议可知，要节约社交开支；由此可推知，当轮到你请客吃饭时，你可以邀请朋友到家里来自己做饭给他们吃。故填yourself。
8．are supposed be supposed to do sth.为固定句型，意为“应该做某事”；此处描述客观事实，应用一般现在时；且主语是“you”，故谓语动词用复数。故填are supposed。
9．of instead of为固定短语，意为“而不是”。故填of。
10．Finally 此处应用final的副词形式修饰整个句子。故填Finally。注意首字母大写。 Ⅱ.写作
第一节：应用文写作
假定你是李华，你的外教Ms Jenkins约你本周六上午教她制作中国结(Chinese knot), 但你因故无法前往，你的朋友韩梅梅将代你去，请你写一封电子邮件给Ms Jenkins，说明相关情况。
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注意：1.词数80左右；
2．可以适当增加细节，以使行文连贯； 3．邮件的开头和结尾已给出，不计入总词数。 Dear Ms Jenkins，
Yours， Li Hua
参考范文： Dear Ms Jenkins，
I would like to offer my apology for not being able to teach you to make Chinese knots this Saturday.
The reason is that I have got a cold. But don't worry. I've asked a friend of mine, Han Meimei, to go there instead. She is good at making Chinese knots. She will go to your apartment at 9：00 this Saturday morning.
Please allow me to say sorry again. I have the confidence that you can learn how to make Chinese knots. Wish you a good time!
Yours， Li Hua
第二节：概要写作
阅读下面短文，根据其内容写一篇60词左右的内容概要。
When a student cuts class, fails to prepare for class or do homework, or is unable to answer even simple questions about the topic being studied in class, it is clear that the student is not learning well, and teachers may wonder why. One of the causes might be language anxiety. Language anxiety is a fear occurring when a learner is expected to perform in the foreign language. That is, when a student is asked to perform in the target language in class, he is likely to become nervous and fail to do it.
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The good news is that so far some research has suggested language anxiety can make students focused, get good grades and build up high selfconfidence. Despite these benefits, most research has also shown a negative relationship between language anxiety and performance. The negative kind of anxiety harms learners' performance in many ways. As time goes by, they will doubt themselves, refuse to join in discussions and try to avoid using the language.
Teachers and researchers might sometimes be able to judge language anxiety through measuring scales (评价量表). There are a number of scales, the best known of which is called the Foreign Language Classroom Anxiety Scale or FLCAS. The FLCAS was developed to measure the specific anxiety reaction of a student to a foreign language situation. However, this is not recommended because researchers consider that language anxiety is observable in class.
To help students to deal more effectively with language anxiety, teachers are advised to allow students to perform differently according to their own abilities. More importantly, teachers ought to provide various opportunities for classroom success in the language. In this way, students can be freed from the pain of severe language anxiety. Gradually they will become more and more confident of their language abilities and eventually experience what it means to succeed in the language classroom.
参考范文：
When using a foreign language in class, learners may experience language anxiety. (要点1) Research has shown it does more harm to learners in many aspects in spite of its benefits. (要点2) To its credit, language anxiety can be observed without the use of scales/FLCAS. (要点3) Therefore, teachers should welcome different performances and
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attach more importance to offering chances for students to feel success. (要点4)
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