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

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

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She looks as if she is made of ice.

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.

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

填空题{{B}}Passage 2{{/B}} A series of experiments were carried out by B. Latane and J. Darley. They studied the reaction of bystanders to emergency situations. Since car accidents, drownings, fires, attempted suicide, and the like arouse feelings of fear and morbid interest, these situations attract large numbers of people who stand fascinated watching the event. Yet, it is a strange aspect of crowd behavior that often nothing is done to help the victim. {{U}} (71) {{/U}}Journalists writing of such events often claimed that this kind of behavior is due to apathy, indifference, or lack of concern. To account for any bystander's decision to act or not to act, the authors of the paper ask us to consider the basic characteristics of an emergency situation. Emergencies involve threat or harm certainly to the victim and possibly to those who try to help him (or her). The events are highly unusual, different from the normal course of life and also from each other.{{U}} (72) {{/U}}Since little secondhand wisdom on the subject is available, it is difficult to cope with a genuine emergency by relying on such worn-out clichés as "Women and children first" or "Send for the police." The authors tell us that it is perhaps surprising that anyone should intervene at all.{{U}} (73) {{/U}} Latane and Darley were interested, therefore, in trying to isolate the factors that make a person decide to act. It seemed to them that an individual is more likely to take action when he or she is alone than when part of a group. Latane and Darley theorized that when only one bystander is present, he or-she must judge the situation alone and decide whether to act or not. Only the bystander is responsible for the decision. The presence of other people, however, affects a person's assessment of the costs and rewards of intervention.{{U}} (74) {{/U}} The results of the experiments confirmed the theory. They showed that the immediate social environment is more important in determining a person's reaction to an emergency than are such vague cultural or personality concepts as "apathy" or "indifference." They also help to explain why the failure to intervene seems more common in large cities than in rural areas. In large cities, the members of the crowd that gathers do not take action because they do not feel individually responsible. They may be concerned, but they watch one another, uncertain of how to act, knowing that responsibility is shared. In rural areas, however, witnesses to an emergency are likely to be alone. They must take all the responsibility for their actions and are not made embarrassed or unsure by the presence of others.{{U}} (75) {{/U}} A. Thus, people have little experience with handling them. B. They are, therefore, more likely to come to the aid of the victim. C. The police asked some of the bystanders about the accident. D. The investigators had noted this phenomenon and asked themselves why in most cases bystanders do not act. E. This is because when there is a group, responsibility is diffused over all the members. F. But people do sometimes intervene.

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Chinese-English Translation． 无人知是荔枝来 在京欲食鲜荔枝者，上周可在果摊觅得。其上市系一新景；盖归功于华南种荔枝者日增，与北来运输业之改善。 若干世纪之前，来京华之荔枝仅限帝王及皇室所享用者。据传，荔枝在一代帝王之“后宫轶事”中，分量不轻。 或日，荔枝之形貌、醇香、及其甘美回味，均非其他果类所可与伦比。红皮之内，果肉晶莹，含汁欲滴，内核椭圆，呈棕色，光滑似佛珠。 或日，荔枝在传说及诗歌中所占之地位，亦非其他果类所可与伦比。试举一例。 早在唐初，荔枝已属享有盛名之美味。玄宗之宠杨贵妃，嗜之尤甚。玄宗为取悦贵妃，差人南下，将荔枝送回长安。 有鉴于炎夏荔枝易腐，玄宗乃下令，将荔枝密封于竹管内，标以“军机急件”之类字样，由驿站辗转送抵城，骑者信以为真。凡怠慢者，处以死刑，故骑者与马匹常有累死于途中者 唐代诗人杜牧，有感于此，命笔成诗，诗曰： “长安回望绣成堆，山顶千门次第开。 一骑红尘妃子笑，无人知是荔枝来。” 贵妃之笑，并不长久。玄宗之荒淫与玩忽国事，激怒一将军，于是兵变起……玄宗遂令一太监，扼死贵妃云云。 贵妃之悲剧，固非全然起因于酷爱荔枝。但此段传闻可使人明了，当年荔枝保鲜，殊非易事。

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

填空题We will draw ______ you by our documentary draft at sight on collection basis.

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