Describe a person you are happy to know.
Describe a family you like.
Describe a person you know who is intelligent.
Describe a person who is openly.
Describe a person who is full of energy.
Describe an old friend you got into contact again.
Describe an old friend you keep in touch with again after losing contact.
Describe a person who taught you something when you were a child.
Describe an occasion when you wasted your time.
Describe an occasion that you forgot an important thing.
Describe a time you first communicated with others in a foreign language.
Describe a (long) car journey you went on.
Describe a good decision you made recently.
Describe a dinner that you really enjoyed with your friends.
Describe a time when you saw a child behaved badly in public places.
Describe something you enjoy doing with a group of people.
Describe a time when you learned from a mistake you made.
Describe a time when you worked in a group.
Describe an occasion you wore the best clothes.
Describe a time when you did not enjoy the music in an event.
Describe an experience when you enjoyed an indoor game in your childhood.
Describe a time when you got lost in a place you did not know.
Describe a time when you are surprised to meet a friend.
Describe an activity that you attend occasionally but a little expensive.
Describe a volunteering experience you have had.
Describe a risk you have taken which had a positive result.
Describe a time you planted a flower or a tree.
Describe a photograph you like.
Describe an area of science you are interested in (e.g. biology, physics, chemistry, etc.).
Describe a movie that made you think a lot.
Describe a book you read that you found useful.
Describe a movie that made you laugh.
Describe a piece of good news you received.
Describe a skill that you learned when you were a child.
Describe an ambition you prepare for a long time.
Describe a city or town you enjoyed visiting and would like to visit again.
Describe a place you visited that has been affected by pollution.
Describe a foreign country (culture) you want to know more about.
Describe a public place you have spent the most time in.
Describe a country you would like to work for a short time.
Describe a place where you are able to relax.
Discussion这个题目虽然不是本季新题，但是在9-12月的考频一直很高，所以今天想来聊一聊这个题目。整个topic都围绕考生日常的聊天展开，“what do you like to talk about?”这个问题相对好展开，少年们可以回忆一下和自己的’bros’之间的聊天，很有可能就是最近刚刚结束的中超联赛；少女们也可以想一下日常和bestie在聊一些什么话题。建议避开“最近一直忙着复习考试”这样的相对无聊的话题，一方面很容易撞内容且不好展开，另一方面也不太契合考试“充分交流”的评分要求。
这个礼拜“describe a time you wasted your time”是各个考点的一个高频题。这个题目乍一看会感觉没什么内容可讲，毕竟浪费时间听着已经很无趣了，还要展开描述是怎么浪费的。对于很多备考的少男少女们来说，可能一句话直接可以概括这两分钟的independent talking——某一个风和日丽很适合学习的下午，我玩了一下午手机。 这样的答法，可以但没必要。其实“waste”是一个挺主观的词，也就是说，其实这件事情可以很有意义，但是对于”你“来说很浪费时间。然后就可以在最后一个问why的小问里面，把你觉得waste的点聊清楚。这样，答题既不会显得过于模板化，也有相对完整的展开。
S1 小岛旅游活动推荐/ S2 景点游玩/ S3小孩看电视习惯研究/ S4 非洲水果树
S1填空（新题）/ S2单选+地图（新题） / S3单选+多选+配对（旧题）/ S4 填空（新题）
p1: 1．15000 2．27 3．beach 4．golf 5．helicopter 6．birds 7．cinema 8. village 9. 45 10. garden
p2：11-16.11. 选equipment update 12. 选B will be successful 13. 关于周末的开放情况，选半天 14. 会员卡选择C annually 15. 待回忆 16. 选write name 17-20 地图题17. badminton court 18. cafe 19. bathroom 20. swimming pool
p3：21-24. CBBA 25-26. AD it influences their eyes; disperse attention 27-30. ABAC
p4: 31. nutrition 32. science 33. green 34. nut 35. reproduction 36. accident 37. oils 38. sweet 39. testing 40. profits
备注：在接下来的备考中，大家需要加大对地图题的重视。地图题题型一直是很多同学比较棘手的题型之一，而且在近几年的考试中也考到这类比较难的题目，大部分同学在这类题目上错误率非常高，有些甚至皆是空白，一个都填不上。其实，这是一类非常生活化的题目，除了考查实际的语言运用水平以外，最重要的是考查考生的生存和生活能力，做这类题目的一个整体要求是首先要有比较强的方向感(sense of direction), 前后左右、东西南北的概念要比较清晰，然后再开始具体的解题步骤。做地图题时，应先认真看题以便独处有价值的信息，把图形转换成相应的文字，从而有效地预测出可能会出现的答案及其类型，如在地图题中经常会考察到建筑物的形状等修饰词，当大家看到地图上建筑物所表示的形状时，就应立即想到表示该建筑物形状的词汇。
大作文： Some people think that environmental problems are too big for individuals to solve. Others, however, believe that these problems cannot be solved if individuals do not take actions.
Discuss both views and give your own opinion.
1. There was a significant increase by +数据 in the proportion of ….+时间
2. From 2001 onwards, the period from x to x witnessed a drop in sth.
3. Although sth. fell marginally, it then increased back to the figure in 2001.
3.Task 2 ：环境类话题
主体段 1: 个人无法解决环境问题
现在很多环境问题都属于全球性的问题(many environmental problems that we discuss in the daily life are actually at a global level, having major influences on almost every meter on the planet)，比如说全球气候变暖(such as global warming caused by excessive emission of carbon dioxide)，海平面上升(and the rise in the sea level)，这些问题的解决应当依靠政府甚至是全球合作去解决(all these issues could be better solved through government actions or even cooperation among diverse countries.)。
主体段 2: 个人需要参与环保
每个人都有保护环境的义务(the responsibility of guarding our nature should never be restricted to political parties, but shouldered by each member of the society)，比如说从垃圾分类回收做起(every single man on earth could start with recycling and reusing household waste)，这样可以有效地改善地球上的环境(in the longer term, our earth would be much better off in terms of environment)。
Stories and poems aimed at children have an exceedingly long history:lullabies, for example, were sung in Roman times, and a few nursery games and rhymes are almost as ancient. Yet so far as written-down literature is concerned, while there were stories in print before 1700 that children often seized on when they had the chance, such as translations of Aesop’s fables, fairy-stories and popular ballads and romances, these were not aimed at young people in particular. Since the only genuinely child-oriented literature at this time would have been a few instructional works to help with reading and general knowledge, plus the odd Puritanical tract as an aid to morality, the only course for keen child readers was to read adult literature. This still occurs today, especially with adult thrillers or romances that include more exciting, graphic detail than is normally found in the literature for younger readers.
By the middle of the 18th century there were enough eager child readers, and enough parents glad to cater to this interest, for publishers to specialize in children’s books whose first aim was pleasure rather than education or morality. In Britain, a London merchant named Thomas Boreham produced Cajanus, The Swedish Giant in 1742, while the more famous John Newbery published A Little Pretty Pocket Book in 1744.1ts contents—rhymes, stories, children’s games plus a free gift (‘A ball and a pincushion’)——in many ways anticipated the similar lucky-dip contents of children’s annuals this century. It is a tribute to Newbery’s flair that he hit upon a winning formula quite so quickly, to be pirated almost immediately in America.
Such pleasing levity was not to last. Influenced by Rousseau, whose Emile(1762) decreed that all books for children save Robinson Crusoe were a dangerous diversion, contemporary critics saw to it that children’s literature should be instructive and uplifting. Prominent among such voices was Mrs. Sarah Trimmer, whose magazine The Guardian of Education (1802) carried the first regular reviews of children’s books. It was she who condemned fairy-tales for their violence and general absurdity; her own stories, Fabulous Histories (1786) described talking animals who were always models of sense and decorum.
So the moral story for children was always threatened from within, given the way children have of drawing out entertainment from the sternest moralist. But the greatest blow to the improving children’s book was to come from an unlikely source indeed: early 19th century interest in folklore. Both nursery rhymes, selected by James Orchard Halliwell for a folklore society in 1842, and collection of fairy-stories by the scholarly Grimm brothers, swiftly translated into English in 1823,soon rocket to popularity with the young, quickly leading to new editions, each one more child-centered than the last. From now on younger children could expect stories written for their particular interest and with the needs of their own limited experience of life kept well to the fore.
What eventually determined the reading of older children was often not the availability of special children’s literature as such but access to books that contained characters, such as young people or animals, with whom they could more easily empathize, or action, such as exploring or fighting, that made few demands on adult maturity or understanding.
The final apotheosis of literary childhood as something to be protected from unpleasant reality came with the arrival in the late 1930s of child-centered best-sellers intend on entertainment at its most escapist. In Britain novelist such as Enid Blyton and Richmal Crompton described children who were always free to have the most unlikely adventures, secure in the knowledge that nothing bad could ever happen to them in the end. The fact that war broke out again during her books’ greatest popularity fails to register at all in the self-enclosed world inhabited by Enid Blyton’s young characters. Reaction against such dream-worlds was inevitable after World War II, coinciding with the growth of paperback sales, children’s libraries and a new spirit of moral and social concern. Urged on by committed publishers and progressive librarians, writers slowly began to explore new areas of interest while also shifting the settings of their plots from the middle-class world to which their chiefly adult patrons had always previously belonged.
Critical emphasis, during this development, has been divided. For some the most important task was to rid children’s books of the social prejudice and exclusiveness no longer found acceptable. Others concentrated more on the positive achievements of contemporary children’s literature. That writers of these works are now often recommended to the attentions of adult as well as child readers echoes the 19th-century belief that children’s literature can be shared by the generations, rather than being a defensive barrier between childhood and the necessary growth towards adult understanding.
17. fairy tales
19. Thomas：was not a writer originally
20. Sara：wrote criticism of children’s literature
21. Grimm：didn’t write in English