填空题But for his help I ______ (finish) my work. So Im very appreciative of him.

填空题Translate the following passage into Chinese．(东北财经大学2008研，考试科目：综合英语)When Chou Enlai"s door opened they saw a slender man of more than average height with gleaming eyes and a face so striking that it bordered on the beautiful. Yet it was a manly face, serious and intelligent, and Chu judged him to be in his middle twenties.Chou was a quiet and thoughtful man, even a little shy as he welcomed his visitors, urged them to be seated and to tell how he could help them.Ignoring the chair offered him, Chu Teh stood squarely before this youth more than ten years his junior and in a level voice told him who he was, what he had done in the past, how he had"fled from Yunnan, talked with Sun Yat-sen, been repulsed by Chen Tuhsiu in Shanghai, and had come to Europe to find a new way of life for himself and a new revolutionary road for China. He wanted to join the Chinese Communist Party group in Berlin, he would study and work hard, he would do anything he was asked to do but return to his old life, which had turned to ashes beneath his feet.As he talked Chou Enlai stood facing him, his head a little to one side as was his habit, listening intently until the story was told, and then questioning him. When both visitors had told their stories, Chou smiled a little, said he would help them find rooms, and arrange for them to join the Berlin Communist group as candidates until their application had been sent to China and an answer received. When the reply came a few months later they were enrolled as full members, but Chu"s membership was kept a secret from outsiders.General Chu explained this procedure as necessary because, as a general in the Yunnan Army, he had been one of the earliest Kuomintang members and he might be sent back to Yunnan by the Communist Party at some future date. Though not publicly known as a Communist, General Chu said that he broke all connections with his past, and with the old society in every way, "so that a heavy burden seemed to fall from my shoulders. " There were hundreds of Chinese students in Germany at the time, most of them rich men"s sons with whom he might have associated in the past. Such men he now avoided and he spent is time studying hungrily, avidly, with young men many of whom were almost young enough to be his sons.

填空题undervalue

填空题The United Nations role in promoting p______ is increasingly the focus of international attention.

填空题"Universal history, the history of what man has accomplished in this world, is at bottom the History of the Great Men who have worked here," wrote the Victorian sage Thomas Carlyle. Well, not any more it is not. Suddenly, Britain looks to have fallen out with its favourite historical form. This could be no more than a passing literary craze, but it also points to a broader truth about how we now approach the past. less concerned with learning from forefathers and more interested in feeling their pain. Today, we want empathy, not inspiration. From the earliest days of the Renaissance, the writing of history meant recounting the exemplary lives of great men. In 1337, Petrarch began work on his rambling writing De Viris Illustribus—On Famous Men, highlighting the virtus (or virtue) of classical heroes. Petrarch celebrated their greatness in conquering fortune and rising to the top. This was the biographical tradition which Niccolo Machiavelli turned on its head. In The Prince, he championed cunning, ruthlessness, and boldness, rather than virtue, mercy and justice, as the skills of successful leaders. Over time, the attributes of greatness shifted. The Romantics commemorated the leading painters and authors of their day, stressing the uniqueness of the artist"s personal experience rather than public glory. By contrast, the Victorian author Samuel Smiles wrote Self-Help as a catalogue of the worthy lives of engineers, industrialists and explores. "The valuable examples which they furnish of the power of self-help, of patient purpose, resolute working and steadfast integrity, issuing in the formulation of truly noble and many character, exhibit," wrote Smiles, "what it is in the power of each to accomplish for himself." His biographies of James Walt, Richard Arkwright and Josiah Wedgwood were held up as beacons to guide the working man through his difficult life. This was all a bit bourgeois for Thomas Carlyle, who focused his biographies on the truly heroic lives of Martin Luther, Oliver Cromwell and Napoleon Bonaparte. These epochal figures represented lives hard to imitate, but to be acknowledged as possessing higher authority than mere mortals. Not everyone was convinced by such bombast. "The history of all hitherto existing society is the history of class struggles," wrote Marx and Engel in The Communist Manifesto. For them, history did nothing, it possessed no immense wealth nor waged battles. "It is man, real, living man who does all that." And history should be the story of the masses and their record of struggle. As such, it needed to appreciate the economic realities, the social contexts and power relations in which each epoch stood. For: "Men make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly found, given and transmitted from the past." This was the tradition which revolutionized our appreciation of the past. In place of Thomas Carlyle, Britain nurtured Christopher Hill, EP Thompson and Eric Hobsbawm. History from below stood alongside biographies of great men. Whole new realms of understanding—from gender to race to cultural studies—were opened up as scholars unpicked the multiplicity of lost societies. And it transformed public history too. downstairs became just as fascinating as upstairs. A. emphasized the virtue of classical heroes. B. highlighted the public glory of the leading artists. C. focused on epochal figures whose lives were hard to imitate. D. opened up new realms of understanding the great men in history. E. held that history should be the story of the masses and their record of struggle. F. dismissed virtue as unnecessary for successful leaders. G. depicted the worthy lives of engineer industrialists and explorers.

填空题She looks as if she is made of ice.

填空题He is unwilling to waste time no matter where he is.

填空题Earthquakes are an unusual______(occur) in England but are not totally unknown.

填空题A. Can you recommend me some good web sites?B. Are you sure?C. It affects children.D. Are you fond of it?E. My friends usually contact me through them.F. What are you doing there, Ann?G. You are very kind.H. Actually I'm crazy about it.Bob: (56) Ann: I'm just checking my emails. (57) Bob: So do my colleagues. It's very convenient.Ann: By the way, do you often get on the Internet?Bob: Yes, I do it almost every day. What about you? (58) .Ann: Sure. (59) Bob: What do you usually do?Ann. Everything, such as checking emails, chatting with friends, paying bills, etc.Bob: Interesting. (60) Ann: OK. If you want to buy something cheap, you can use www. cheap, com.

填空题missionary

填空题[A]Whatelsemightbewrong?Money?Germany'sspendingperpupilisabitbelowtheOECDaverage.ButsoisBritain'sandBritishpupils,tothesurpriseofmanythere,figuredinthetopteninallthetests.Theorganisationofschooling,then?Thatwouldbehardmjudge.Educationistheresponsibilityofthecountry's16distinctLander(states),andthevarioussystemstheyuserangefromthehighlyselectivetothefullycomprehensive.[B]Thereismoreofaclue,perhaps,tobefoundintheteachingforceitself.Germany'sschool-teachersarerelativelywellpaid,buttheyaretoofew:Germanyhasoneofthehighestpupil-teacherratiosamongOECDcountries,andinmanysubjectsanacuteshortageofteachers.Norarenewonesflockingin:two-fifthsofallteachersareover50.Oneinthreeadmitstofeeling"burntout”;nearlythree-quarterstakeearlyretirementonhealthgrounds.Inevitably,thequalityofteachingsuffers.[C]"Shocking","scandalous"and"catastrophic",politicians,parentsandeducatorshavewailedinunison.AndbeneaththeaveragefigureslieothersevenmoreshockingforGermany'sdeeplydemocraticburghers:evidenceofawidegap---oneofthewidestfoundbytheOECD'sresearchers--betweenGermany'shighest-performingstudentsanditslowest.Nearlyaquarterofits15-year-oldscouldnotreadandunderstandasimpletext.NotthatGermanycantakemuchcomfortfromtheachievementofitspupilsattheotherendofthescale.Only28%ofits15~year-oldsreachedthestudy'stoptwolevelsofreadingability,comparedwithhalfinFinland(whichwasrankedfirstoverall)andoverathirdinadozenothercountries.[D]Otherexplanationsabound.OneistheGermanzealforrotelearning,ratherthanforteachingchildrentothinkforthemselves.Anotheristheinadequatesupportgiventoweakerstudents,andtherequirementthatanypupilwhogetspoormarksinjusttwosubjectshastorepeatthewholeyear.Mostoftheother15-year-oldpupilsinvolvedintheOECDstudywereallinthesamegrade,havinggoneupwiththeircontemporariesasagroup;theGerman15-year-oldsspannedfourgrades,becausesomanyhadhadtorepeatayearormore.[E]Howcanthisbe?Whateverelse,Germanyisfamousforitsthoroughness.Itstechnicaleducationwasoneofthewondersofthe19thcentury,andlongafter.Whathasgonewrong?Almostasalarmingasthefigures,noonecantell.Blamingthelargenumberofstudentsofforeigndescent,whoaccountforoneintenpupilsinGermanschools,isnotanadequateexcuse:German-speakingAustria—yes,easy-goingAustria-cametenthinthereadingtests,althoughithasasimilarproportionofpupilsofforeigndescent.[F]SomepeopleblameGermany'scompressedschoolday,whichstartsat8amandusuallyendsat1.30pmor2pm.Manyparentswouldlikealaterstartandalongerday.SomeLanderaretryingoutall-dayschooling,butsofaronlyonasmallscale.Thebigneed,runsanotherargument,isformorefleekindergartenplaces,tohelp,inparticular,childrenfromnon-German-speakingimmigrantfamilies.Atthetopofthescale,ithaslongbeenarguedthatmorepupilsshouldbeencouragedtogoontohighereducation.Atpresent,only28%doso,comparedwithanOECDaverageof45%—andonly16%emerge(typically,somesixyearslater)withadegree.Sincethereportwaspublishedlastweek,Germanshavebeenrackingtheirbrainsoverallthesequestionsandmore.Nooneyethastheanswers.ButmanyGermansarealreadyconvincedthatnothingshortofa"culturalrevolution"throughouttheeducationsystemisnowrequired.[G]Theshameofit[finanewstudyofschoolpupils'performancebytheOECD,Germany,theworld'sthird-biggesteconomicpower,the"landofpoetsandthinkers",wasrankedamiserable21stoutof31countriesforthereadingabilitiesofits15-year-olds,20thinmathematicsand20thinscience.Acountrylongproud--andseeminglywithreason--ofitsrecordineducationhasbeenshownupasaDummkopf.Itsgovernmentandcitizensalikeareinatizzyofalarmandself-doubt.Order:

填空题Anyone who knows me well would almost certainly label me an optimist. I believe in embracing h【K11】______and finding something positive even in the most d【K12】______circumstances. My own optimism stems from a strong, personal f【K13】______in a loving God who I believe is very interested in the personal details of our lives, not just the " big stuff. " I also believe that things happen for a reason and that if we k【K14】______our minds and spirits open, our invisible God often becomes v【K15】______, sometimes in ways that are quite humorous! W【K16】______that being said, even optimists can temporarily lose hope. This was the ease for me on a particularly cold and gloomy January day. I felt overwhelmed by the painful challenges I was d【K17】______with in my personal life. Marital, health, and financial struggles had joined forces to create a tornado of emotion that threatened to crush my spirit. I felt angry, f 【K18】______, burdened, and distanced from the presence of God. The weather seemed to reflect my mood—the gray sky blocked even a single ray of s【K19】______As I drudged through my workday, I just couldn"t shake a sense of hopelessness and d【K20】______

填空题Charlie Chaplin was born in a poor area of South London, but in 1913 he left Britain ______ good.

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填空题A. I prefer the leather one B. What do you like C. It looks warmer D. clerk E. It sounds nice F. price tag G. to try it on H. Which one do you like better Anne: Look! These jackets are nice. (56) ? Sue: I like the wool one better. Anne: Really? Why? Sue: (57) . Anne: Well, (58) . It's more attractive than the wool one. Sue: Hmm. There's no (59) . Anne: Excuse me. How much is this jacket? Clerk: It's $499. Would you like (60) ? Anne: Oh, no. That's OK! But thank you anyway. Clerk: You're welcome.

填空题{{B}}Directions:{{/B}} You are going to read a text about basic element in both speaking and writing, followed by a list of examples and explanations. Choose the best example or explanation from the list A-F for each numbered subheading (41-45). There is one extra example which you do not need to use. Mark your answers on ANSWER SHEET 1. There are many differences between communicating in written and spoken words—one to one or one to many. Because speaking is face to face and personal, it is much more direct than writing. Hand and body gestures, facial expressions, and vocal variety help greatly to support face-to-face communication. It is also reinforced by instant feedback from listeners in the form of smiles, frowns, applause, catcalls, clenched fists, and so on. An alert speaker who is sensitive to feedback can "shift gears" and adapt to changing circumstances. 41. The differences between talking and writing Writing, however, depends solely on words and punctuation to deliver the message. There are no gestures and no voice, and if there is any feedback, it takes time to reach the writer. 42. Why long sentences can be used in writing? Effective talking is aimed at people's minds and hearts through their ears, and ears prefer short, direct, conversational sentences. There are three standards that apply equally to talking and writing—clarity, accuracy, and appropriateness. 43. Clarity. If the audience doesn't understand the message instantly, then the speaker has, to some extent, failed. Thus, every possible measure must be taken to ensure that all your words and thoughts are perfectly clear to the audience. 44. Accuracy. As a conscientious speaker, you must see to it that your information is as current and as accurate as research can make it. 45. Appropriateness. In addition to being precise, your language should also be suitable to the subject, audience, and occasion. [A] For instance, a speaker can vary his/her pitch or tone to change the meaning expressed. A writer, on the other hand, has to rely solely on the words and context or even explanations in braces to achieve that. [B] Good talking is wordy, repetitive, and far less structured than efficient writing. A good speech, reproduced word for word on paper, usually does not read well because it rambles and repeats words and thoughts. It is not nearly as disciplined and organized as good writing. [C] Throughout your talk, words are your prime means for helping your audience understand your message. And to harness the profound power of words, you should develop a lifelong habit of using a dictionary and a thesaurus. If you do not exploit these resources. you will fail to achieve your full potential as a speaker and conversationalist. Another device that will help you achieve clarity in your talk is a summary. If your talk consists of three will researched major points, lit those points in your introduction so your audience will know at once what ground you will cover. Discuss them in depth, summarize them at the end of your talk, and emphasize any conclusions hat they lead to. [D] For example, a speaker who's addressing a Parent-Teacher Association should avoid the statistical and psychological jargon of advanced educational researchers. By the same token, she should not indulge in teenage slang. Any speaker worth her salt will analyze her audience first and adapt her language accordingly. [E] The surest way for you to damage your credibility is to spew forth misinformation or outdated information. How many times have you seen a story, a name, an important fact, or a charge against someone retracted in newspapers? Unfortunately, the damage was done when the misinformation first appeared in print. Such unwarranted embarrassment and mental anguish could have been avoided if someone had taken the time to recheck the information. If your talk is on a current or crucial topic, do your homework and arm yourself with quotations and sources to fortify your facts. [F] Long, involved sentences are acceptable in writing for two reasons: (1) The eye can absorb many more words in an instant than the ear can hear. (2) If a reader stumbles on a marathon sentence, she can read it again. Not so with spoken words—once uttered they're gone, especially in speech. If a listener misses a sentence, both she and the speaker have lost part of the message; there is no going back, except perhaps during the question-and-answer period. In a conversation, of course, the listener can ask the speaker to repeat.