《英语周报》再次命中2015年高考英语原题
2015-06-12  来源:《英语周报》社
核心提示:2015年高考结束了,我们一如既往地搜索着全国各地的高考英语真题,验证着《英语周报》社的编辑们对高考试题的把握程度与贴近程度,统计结果如下:
    在当前教育改革及考试招生制度改革逐步深化的背景下,《英语周报》高度重视,积极应对,以高考英语题型和测评体系研究为突破,加强对优秀编辑人员的业务培训,致力于建设一支集高考命题研究、测评理论与实践并举的高素质、高水平的专业化团队。
    在高考之前,就有人问我们:“《英语周报》今年还能押中高考题吗?”我们自信地说:“肯定能!”对方再问:“为什么这么自信?”我们的答复是:“因为我们比高考站得更高、跨度更广、视角更新鲜。”是呀,我们不追求机会主义,不是为了猜题押宝,而是与高考和英语测试的脉搏同步跳动,凭借这样的节奏,我们不可能有缺失!
    2015年高考结束了,我们一如既往地搜索着全国各地的高考英语真题,验证着《英语周报》社的编辑们对高考试题的把握程度与贴近程度。天道酬勤 —— 自信的微笑再一次绽放在我们的脸上!
    所谓的偶然、无数次的偶然、无一例外的偶然,其实验证的是一种必然!
    亲爱的读者们,请和我们一起分享这份成功的喜悦吧!
 
    《英语周报》命中2015年全国各地高考英语原题、相同题材如下:
 
        一.阅读理解7篇,分值共66.5分:

 
 
2015年高考英语试题再现《英语周报》原文部分实例:

实例一
2015高考英语(江苏卷)阅读理解D篇
Freedom and Responsibility
Freedom’s challenge in the Digital Age is a serious topic. We are facing today a strange new world and we are all wondering what we are going to do with it.
Some 2,500 yean ago, Greece discovered freedom. Before that, there was no freedom. There were great civilizations, splendid empires, but no freedom anywhere. Egypt and Babylon were both tyrannies, one very powerful man ruling over helpless masses.
In Greece, in Athens (雅典), a little city in a little country, there were no helpless masses. And Athenians willingly obeyed the written laws which they themselves passed, and the unwritten, which must be obeyed if free men live together. They must shoe each other kindness and pity and the many qualities without which life would be very painful unless one chose to live alone in the desert. The Athenians never thought that a man was free if he could do what he wanted. A man was free if he was self-controlled. To make yourself obey what you approved was freedom. They were saved from looking at their lives as their own private affair. Each one felt responsible for the welfare of Athens, not because it was forced on him from the outside, but because the city was his pride and his safety. The essential belief of the first free government in the world was liberty for all men who could control themselves and would take responsibility for the state.
But discovering freedom is not like discovering computers. It cannot be discovered once for all. If people do not prize it, and work for it, it will go. Constant watch is its price. Athens changed. It was a change that took place without being noticed though it was of the extreme importance, a spiritual change which affected the whole state. It had been the Athenians’ pride and joy to give to their city. That they could get material benefits from her never entered their minds. There had to be a complete change of attitude before they could look at the city as an employer who paid her citizens for doing her work. Now instead of men giving to the state, the state was to give to them. What the people wanted was a government which would provide a comfortable life for them; and with this as the primary object, ideas of freedom and self-reliance and responsibility were neglected to the point of disappearing. Athens was more and more looked on as a cooperative business possessed of great wealth in which all citizens had a right to share.
Athens reached the point when the freedom she really wanted was freedom from responsibility. There could be only one result. If men insisted on being free from the burden of self-dependence and responsibility for the common good, they would cease to be free. Responsibility is the price every man must pay for freedom. It is to be had on no other terms. Athens, the Athens of Ancient Greece, refused responsibility; she reached the end of freedom and was never to have it again.
But, “the excellent becomes the permanent,” Aristotle said. Athens lost freedom forever, but freedom was not lost forever for the world. A great American, James Madison, referred to: “The capacity (能力) of mankind for self-government.” No doubt he had not an idea that he was speaking Greek. Athens was not in the farthest background of his mind, but once man has a great and good idea, it is never completely lost. The Digital Age cannot destroy it. Somehow in this or that man’s thought such an idea lives though unconsidered by the world of action. One can never be sure that it is not on the point of breaking out into action only sure that it will do so sometime.
《英语周报•高三牛津综合(OJS)》2013-2014学年第19期B版 阅读理解C篇
Freedom’s challenge in the Atomic Age is a thoughtful topic. We are facing today a strange new world and we are all wondering what we are going to do with it. What are we going to do with one of our most precious possessions, freedom?
Some 2,500 years ago Greece discovered freedom. There were great civilizations, splendid empires, but no freedom anywhere. Egypt, Babylon, Nineveh, were all tyrannies, one extremely powerful man ruling over helpless masses. Absolute obedience (服从) to the ruler was what the leaders of the empires insisted on. Athens said no, there must never be absolute obedience to a man except in war. There must be willing obedience to what is good for all.
Athenians willingly obeyed the written laws which they themselves passed, and the unwritten, which must be obeyed if free men live together. They must show each other kindness and pity and the many qualities without which life would be intolerable. The Athenians never thought that a man was free if he could do what he wanted. A man was free if he was self-controlled. To make yourself obey what you approved was freedom. They were saved from looking at their lives as their own private affair. Each one felt responsible for the welfare of Athens, not because it was put on him from the outside, but because the city was his pride and his safety.
But discovering freedom is not like discovering atomic bombs. It cannot be discovered once for all. If people do not prize it, and work for it, it will depart. Athens changed. It had been the Athenians’ pride and joy to give to their city. Now instead of men giving to the state, the state was to give to them. What the people wanted was a government which would provide a comfortable life for them, and with this as the foremost object, ideas of freedom and self-reliance and responsibility were unclear to the point of disappearing. Athens was more and more looked on as a cooperative business possessed of great wealth in which all citizens had a right to share.
She reached the point when the freedom she really wanted was freedom from responsibility. If men insisted on being free from the burden of self-dependence and responsibility for the common good, they would not be free any longer. Responsibility is the price every man must pay for freedom. Athens, the Athens of Ancient Greece, refused responsibility, she reached the end of freedom and was never to have it again.
Athens lost freedom forever, but freedom was not lost forever for the world. Once a great and good idea has dawned upon man, it is never completely lost. The Atomic Age cannot destroy it. Somehow in this or that man’s thought such an idea lives though unconsidered by the world of action. One can never be sure that it is not on the point of breaking out into action, only sure that it will do so sometime.
 
实例二
2015高考英语(浙江卷)阅读理解 A篇
From the very beginning of school we make books and reading a constant source of possible failure and public humiliation. When children are little we make them read aloud, before the teacher and other children, so that we can be sure they “know” all the words they are reading. This means that when they don’t know a word, they are going to make a mistake, right in front of everyone. After having taught fifth-grade classes for four years, I decided to try at all costs to rid them of their fear and dislike of books, and to get them to read oftener and not adventurously.
One day soon after school had started, I said to them, “Now I’m going to say something about reading that you have probably never heard a teacher say before. I would like you to read a lot of books this year, but I want you to read them only for pleasure. I am not going to ask you questions to find out whether you understand the books or not. If you understand enough of a book to enjoy it and want to go on reading it, that’s enough for me. Also I’m not going to ask you what words mean.”
The children sat stunned and silent. Was this a teacher talking? One girl, who had just come to us from a school where she had had a very hard time, looked at me steadily for a long time after I had finished. Then, still looking at me, she said slowly and seriously, “Mr. Holt, do you really mean that?” I said just as seriously, “I mean every word of it.”
During the spring she really astonished me. One day, she was reading at her desk. From a glimpse of the illustrations I thought I knew what the book was. I said to myself, “It can’t be,” and went to take a closer look. Sure enough, she was reading Moby Dick, in the edition with woodcuts. I said, “Don’t you find parts of it rather heavy going?” She answered, “Oh, sure, but I just skip over those parts and go on to the next good part.”
This is exactly what reading should be and in school so seldom is — an exciting, joyous adventure. Find something, dive into it, take the good parts, skip the bad parts, get what you can out of it, go on to something else. How different is our mean-spirited, picky insistence that every child get every last little scrap of “understanding” that can be dug out of a book.
《英语周报·高三课标综合(OC)》2014-2015学年第31期B版 完形填空A篇
In my class were many children who had had great trouble with reading. I decided to try at all costs to  1  them of their fear and dislike of  2 .
One day in class, I said to them, “Now I’m going to say something about  3  that you have never heard a teacher say before. I would like you to read a lot of books this year, but I want you to read them only for  4 . I am not going to ask you questions to find out whether you  5  the books or not. If you understand enough of a book to enjoy it and want to  6  reading it, that’s enough for me.”
The children were  7  and silent. One girl, who had just come to us from a school where she had had a very  8  time, looked at me for a long time after I had  9 . Then she said slowly, “Mr. Holt, do you really  10  that?” I nodded.
Apparently she decided to  11  me. The first book she read was Dr. Seuss’s How the Grinch Stole Christmas, not a(n)  12  book even for most third graders. For a while she read a number of books at this level. Perhaps she was clearing up some  13  about reading that her  14  had never given her enough time to clear up.
During the spring semester, she really  15  me, however. One day, in one of our many free periods, she was reading at her desk. I  16  what the book was. I said to myself, “It can’t be.” So I asked, “Don’t you find parts of it rather difficult?” She answered, “Oh, sure, but I just  17  those parts and go on to the next good part.”
This is exactly what reading should be.  18  something, dive into it, take the  19  parts, skip the bad parts and get what you can out of it. Why should we insist that every child should read the same book and  20  the same level of “understanding ”?
 
实例三
2015新课标全国卷I 完形填空
My kids and I were heading into the supermarket over the weekend. On the way, we spotted a man holding a piece of paper that said, “ _41_ my job. Family to Feed.”
At this store, a _42_ like this is not normal. My 10-year-old noticed him and made a _43_ on how bad it must be to have to stand _44_ in the cold wind.
In the store, I asked each of my kids to _45_ something they thought our “friend” there would _46_. They got apples, a sandwich and a bottle of juice. Then my 17-year-old suggested giving him a _47_. I thought about it. We were _48  on cash ourselves, but … well, sometimes _49_ from our need instead of our abundance is _50_ what we need to do! All the kids _51_ something they could do away with for the week.
When we handed him the bag of _52_, he lit up and thanked us with _53  eyes. When I handed him the gift card, saying he could use it for _54_ his family might need, he burst into tears.
This has been a wonderful _55_ for our family. For days the kids have been looking for others we can _56_! Things would have played out so _57_ if I had simply said, “No, we really don’t have _58_ to give more.” Stepping out not only helped a brother in _59_, it also gave my kids the _60_ taste of helping others. It’ll go a long way with them.
《英语周报·高一牛津综合(OJS)》2012-2013学年第14期B版 阅读理解D篇
My kids and I were heading into the superstore over the weekend. On the way, we saw a man covered by a blanket and holding a sign that said, “Lost my job. Family to Feed.”
At this store, a sight like this is not a normal occurrence. It was obvious the man was embarrassed, but desperate (绝望的). My 10-year-old noticed him and said how bad it must be to have to stand outside in the cold wind.
While we were in the store, I asked each of the kids (I have seven) to pick something they thought our “friend” outside would need. They picked a couple of apples, a package of bread, a sandwich, some cheese and a bottle of juice.
Then my 17-year-old asked, “Can we get him a gift card?”
I thought about it. We were low on cash ourselves, but ... well, sometimes giving from our “need” instead of our “abundance (充裕)” is just what we need to do!
We talked about the fact that we might have to do away with some of the things we were going to buy if we bought a gift card. All the kids became excited.
“That’s OK!”
“I’ll eat oatmeal (燕麦粥) all this week!”
And on-and-on, each child promised something they could do.
They said, “Hurry, Mom! Let’s get out there to give him these things before he gets too cold and leaves.”
We quickly checked out, with the foods he could eat at the moment, and a gift card for the store. At the suggestion of my 16-year-old, we also bought a hot cup of coffee, and then drove to the end of the parking lot, where our “friend” was holding his sign.
We handed him the coffee and the bag of food. He thanked us with watery eyes. When I handed him the gift card and said he could use it for whatever his family might need, he burst into tears, obviously overwhelmed (受宠若惊的) and grateful.
Though I wished we could have done more, I can’t help but think about how this experience has been such a wonderful opportunity for our family. The feeling of helping someone else has affected them all — they cannot stop talking about it, and for four days now have been searching for others we can help!
Things would have played out so differently if I had simply said, “No, we really don’t have money to give more,” or something to that effect. Stepping out not only helped a brother in need, it also gave my kids the sweet taste of helping others.

实例四
2015新课标全国卷II书面表达
第二节  书面表达(满分25分)
假定你是李华,计划和同学去敬老院(nursing home)陪老人们过重阳节(the Double Ninth Festival)。请给外教露西写封邮件,邀她一同前往,内容包括:
1.出发及返回时间;
2.活动:包饺子、表演节目等。
注意:
1. 词数100左右;
2. 可以适当增加细节,以使行文连贯;
3. 结语已为你写好。
《英语周报·高一新课程》2012-2013学年第10期第2版 书面表达
假设你是李华,要为英文校刊文化专栏写一篇介绍中国“重阳节”的短文。内容如下:
1. 重阳节的时间和寓意:农历九月初九,“九九”谐音“久久”,寓祝老人长命之意;
2. 重阳节的活动:登高、赏菊、插茱萸、敬老等;
3. 过重阳节的意义:倡导尊老、爱老、助老的风气,亦称“老人节”。
注意:
1. 词数:100左右;
2. 可适当增加细节,以使行文连贯。
 
实例五
2015高考英语(湖南卷)书面表达
Directions: Write an English composition according to the instructions given below.
请以老师当众表扬你为话题,用下面所给的句子开头,续写一篇英语短文。
    As a student, I can tell you that there is nothing better than being praised by my teacher before my classmates.
注意:
1. 将所有句子写在答题卡上;
2. 续写词数不少于120个;
3. 不能使用真实姓名和学校名称。
《英语周报·高三课标综合(OC)》2013-2014学年第34期B版 书面表达
你校英语报举办以“Praise”为主题的征文比赛,请你写一篇文章讲述自己因为受到表扬而喜欢上写作的经历,参加此次比赛。
注意:
1. 词数120左右;
2. 故事情节完整,文章主题明确。
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