填空题 Centuries ago, Western culture lost its focus{{U}} (31) {{/U}}the interconnectedness between the body and the mind{{U}} (32) {{/U}}spirit, and how each has the power to affect the{{U}} (33) {{/U}}. Cultivating a love of movement can help you get beyond the concept of physical fitness as separate from{{U}} (34) {{/U}}fitness, and toward a lifelong program of good health through mind and body fitness. Whether you choose yoga or another{{U}} (35) {{/U}}of movement for exercise, remember that our bodies are{{U}} (36) {{/U}}to move to feel good. So{{U}} (37) {{/U}}you incorporate regular activity in your life, you are moving closer to overall mind and body fitness. But if you are overweight, this can be{{U}} (38) {{/U}}difficult. You can improve your mind-body connection for better mind and body fitness, it's just important to choose realistic fitness options. You might consider redefining exercise{{U}} (39) {{/U}}any activity that unites your mind and body and reduces your stress level. In fact, high levels of stress have been{{U}} (40) {{/U}}to weight gain, and certainly can{{U}} (41) {{/U}}to emotional eating. Finding activities{{U}} (42) {{/U}}are both enjoyable and easy to do is important{{U}} (43) {{/U}}developing any type of exercise plan. It's important to be realistic about{{U}} (44) {{/U}}we expect from ourselves. Consider your goals. Is 30 to 60 minutes on a treadmill a reasonable time frame{{U}} (45) {{/U}}this point in your life? Are you setting yourself up for failure{{U}} (46) {{/U}}success when you create this expectation for yourself? Developing an exercise plan that{{U}} (47) {{/U}}your lifestyle and your desires is critical. Surprisingly, long-term weight loss is linked more closely to{{U}} (48) {{/U}}a person sticks{{U}} (49) {{/U}}their fitness routine than to{{U}} (50) {{/U}}that routine actually consists of. A routine that is gentle and pleasurable is more likely to lead to the long-term gains you are seeking.

填空题 You will hear a talk. As you listen ,you must answer Questions 21～30 by writing NO MORE THAN THREE words in the space provided on the right. You will hear the talk TWICE.

填空题Whatdoesthelecturemainlyconcern?

填空题It was a moment most business executives would pause to savor: late last year, German sporting goods pioneer Adidas learned that after years of declining market share, the company had sprinted past U. S. Reebok International to take second place behind Nike in the race for worldwide sales. But Robert Louis-Dreyfus, the rumpled Frenchman who now runs Adidas, didn"t even stop for one of his trademark Havana cigars in celebration, worried that the company would grow complacent. Instead, he and a group of friends bought French soccer club Olympique de Marseille "Now that"s something I have dreamed about since I was a kid, " Louis-Dreyfus says with an adolescent grin. 1 With sales in the first three quarters of 1996 at $2.5 billion, up a blistering 30.7% over 1995, it"s hard to recall the dismal shape Adidas was in when Louis-Dreyfus took over as chairman in April 1993. Founded in 1920 by Adi Dassler, the inventor of the first shoes de- signed especially for sports, the company enjoyed a near monopoly in athletic shoes until an upstart called Nike appeared in the 1970s and rode the running fad to riches. By the early 1990s Adidas had come under the control of French businessman Bernard Tapie, who was later jailed for bribing three French soccer players. Although the company tried to spruce up its staid image with a team of American designers, Adidas lost more than $100 million in 1992, prompting the French banks that had acquired control of the company from Tapie to begin a desperate search for a new owner. 2 The poker-loving Louis-Dreyfus knew he had been dealt a winning hand. Following the lead set by Nike in the 1970s, he moved production to low-wage factories in China, Indonesia and Thailand and sold Adidas" European factories for a token one Deutsche mark apiece. He hired Peter Moore, a former product designer at Nike, as creative director, and set up studios in Germany for the European market and in Portland, Oregon, for the U. S. He then risked everything by doubling his advertising budget. "We went from a manufacturing company to a marketing company, " says Louis-Dreyfus. "It didn"t take a genius--you just had to look at what Nike and Reebok were doing. It was easier for someone coming from the outside, with no baggage, to do it, than for somebody from inside the company. " 3 "The marketing at Adidas is very, very good right now, " says Eugenio Di Maria, editor of Sporting Good Intelligence, an industry newsletter perceives Adidas as a very young brand. The company is particularly strong in apparel, much stronger than Nike and Reebok. Although 90% of Adidas products for wear on the street instead of sports fields, LouisDreyfus felt the previous management had lost sight of Adidas" roots as a sporting goods company. After all, Adi Dassler invented the screw-in stud for the soccer shoe and shod American champion Jesse Owens in the 1936 Olympics. So he sold off or folded other noncore brands that Adidas had developed, including Le Coq Sportif, Arena and Pony. Europe is still the company"s largest market because Adidas dominates the apparel industry and thanks to soccer"s massive popularity there. Louis-Dreyfus is quick to share credit for the turnaround with a small group of friends who bought the company with him in 1993. One of those fellow investors is a former IMS colleague, Christian Tourres, now sales director at Adidas. "We" re pretty complementary because I"m a bit of a dreamer, so it"s good to have somebody knocking on your head to remind you there"s a budget, " says Louis-Dreyfus. Commuting to the firm"s headquarters in the Bavarian town of Herzogenaurach from his lakeside house outside Zurich, Louis-Dreyfus also transformed Adidas from a stodgy German company into a business with a global outlook. Appalled on his first day at work that the chief executive had to sign a salesman"s travel voucher for $ 300, he slashed the company"s bureaucracy, adopted American accounting rules and brought in international management talent. The company"s chief financial officer is Australian and the international marketing manager is a Swede. English is the official language of the head office and no Germans remain on the managing board of the company, now whittled down to just himself and a few trusted aides. "It was clear we needed decentralization and financial controls, "recalls LouisDreyfus. "With German accounting rules, I never knew if I was making money or losing. " 4 "He gives you a lot of freedom, " says Michael Michalsky, a 29-year-old German who heads the company"s apparel design team. "He has never interfered with a decision and never complained. He"s incredibly easy to work for. " 5 The challenge for Louis-Dreyfus is to keep sales growing in a notoriously trend-driven business. In contrast to the boom at Adidas, for example, Reebok reported a 3% line in sales in the third quarter. Last fall Adidas rolled out a new line of shoes called "Feet You Wear" which are supposed to fit more comfortably than conventional sneakers by matching the natural contour of the foot. The first 500, 000 sold out. Adidas is an official sponsor of the World Cup, to be held next June in France, which the company hopes to turn to a marketing bonanza that will build on the strength of soccer worldwide. But Reebok also has introduced a new line called DMX Series 2000 and competition is expected to be tough come spring. A. Just as the transition was taking place, Adidas had a run of good luck. The fickle fashion trendsetters decided in early 1993 that they wanted the "retro look, " and the three stripes Adidas logo, which had been overtaken by Nike swoop, was suddenly hot again. Models such as Cindy Crawford and Claudia Schiffer and a score of rock idols sported Adidas gear on television, in films and music videos, giving the company a free publicity bonanza. Demand for Adidas products soared. B. Louis-Dreyfus, scion of a prominent French trading dynasty with an M. B. A. from Harvard, earned a reputation as a doctor to sick companies after turning around Londonbased market research firm IMS--a feat that brought him more than $10 million when the company was eventually sold. He later served as chairman of Saatchi & Saatchi, then the world"s largest ad agency, which called him in when rapid growth sent profits into a tailspin. With no other company or entrepreneur willing to gamble on Adidas, Louis-Dreyfus got an incredible bargain from the banks: he and a group of friends from his days at IMS contributed just $10, 000 each in cash and signed up for $100 million in loans for 15% of the company, with an option to buy the remainder at a fixed price 18 months later. C. In another break with the traditional German workplace, Louis-Dreyfus made corporate life almost gratingly informal, employees ostentatiously called him "Rowbear" as he strides down the corridors, and bankers are still amazed when counterparts from Adidas show up for negotiations wearing sweatshirts and sneakers. D. The company"s payroll, which had reached a high of 14, 600 in 1986, was pared back to just 4, 600 in 1994. It has since grown to over 6, 000. E. A sports addict who claims he hasn"t missed attending a soccer World Cup final since the 1970s or the Olympic Games since 1968, the 50-year-old Louis-Dreyfus now is eminently well placed to live out many of his boyhood fantasies. Not only has he turned Adidas into a global company with market capitalization of $ 4 billion (he owns stock worth $ 250 million), but he also has endorsement contracts with a host of sports heroes from tennis great Steffi Graf to track" s Donovan Bailey, and considers it part of the job to watch his star athletes perform on the field, "There are very few chances in life to haw: such fun, " he says. F. After reducing losses in 1993, Adidas turned a profit in 1994 and has continued to surge: net income for the first three quarters in 1996 was a record $ 214 million, up 29% from the previous year. Louis-Dreyfus and his friends made vast personal fortunes when the company went public in 1995. The original investors still own 26% of the stock, which sold for $ 46 a share when trading has doubled to $ 90.

填空题Answer questions by referring to the following 3 passages. Note: Answer each question by choosing A, B or C and mark it on ANSWER SHEET. Some choices may be required more than once. A=The Role of a Teacher B=The Task of a Teacher C=A Good Teacher In which passage ... is it likely to say that students share the similar approach taken by experts in tackling their tasks? 21. ______ can we learn that students wish to confront and resolve difficulties rather than gloss over them in the learning environment? 22. ______ is it possible for the teacher to shift his role when students are busy making up their own minds? 23. ______ can we get the view that the act of teaching is looked upon as a flow of knowledge from a higher source to an empty container? 24. ______ does a teacher's task include that he must be carefully tailored to suit both that which is to be learnt and those who are to learn it? 25. ______ is it most possible for a teacher to teaching mini-lessons for individuals and groups who need a particular skill? 26. ______ do readers learn that tasks of a teacher are complicated and not easy to achieve? 27. ______ are we told that teaching need not be the province of a special group of people nor need it be looked upon as a technical skill? 28. ______ is it probably for a teacher to guide on the side while students are conducting their investigations? 29. ______ can we learn that each member of our cultures should come to realize our potential as teachers? 30. ______ The Role of a Teacher Teaching is supposed to be a professional activity requiring long and complicated training as well as official certification. The act of teaching is looked upon as a flow of knowledge from a higher source to an empty container. The students' role is one of receiving information; the teacher's role is one of sending it. There is a clear distinction assumed between one who is supposed to know (and therefore not capable of being wrong) and another, usually younger person who is supposed not to know. However, teaching need not be the province of a special group of people nor need it be looked upon as a technical skill. Teaching can be more like guiding and assisting than forcing information into a supposedly empty head. If you have a certain skill you should be able to share it with someone. You do not have to get certified to convey what you know to someone else or to help them in their attempt to teach themselves. All of us, from the very youngest children to the oldest members of our cultures should come to realize our own potential as teachers. We can share what we know, however little it might be, with someone who is in need of that knowledge or skill. The Task of a Teacher The task of the teacher in higher education has many dimensions: it involves the provision of a broad context of knowledge within which students can locate and understand the content of their more specific studies; it involves the creation of a learning environment in which students are encouraged to think carefully and critically and express their thoughts, and in which they wish to confront and resolve difficulties rather than gloss over them, it involves constantly monitoring and reflecting on the processes of teaching and student understanding and seeking to improve them. Most difficult of all perhaps, it involves helping students to achieve their own aims, and adopt the notion that underlies higher education: that students' learning requires from them commitment, work, responsibility for their own learning, and a willingness to take risks, and that this process has its rewards, not the least of which is that learning can be tim! These are not easy tasks, and there is no simple way to achieve them. Still less are there any prescriptions that will hold good in all disciplines and for all students. How we teach must be carefully tailored to suit both that which is to be learnt and those who are to learn it. To put it another way — and to add another ingredient — our teaching methods should be the outcome of our aims (that is, what we want the students to know, to understand, to be able to do, and to value), our informed conceptions of how students learn, and the institutional context — with all of its constraints and possibilities — within which the learning is to take place. A Good Teacher "A good teacher knows when to act as Sage on the Stage and when to act as a Guide on the Side. Because student — centered learning can be time — consuming and messy, efficiency will sometimes argue for the Sage. When students are busy making up their own minds, the role of the teacher shifts. When questioning, problem-solving and investigation become the priority classroom activities, the teacher becomes a Guide on the Side." Jamie McKenzie's article The WIRED Classroom provides a list of descriptors of the role of a teacher who is a Guide on the Side while students are conducting their investigations. "... the teacher is circulating, redirecting, disciplining, questioning, assessing, guiding, directing, fascinating, validating, facilitating, moving, monitoring, challenging, motivating, watching, moderating, diagnosing, trouble-shooting, observing, encouraging, suggesting, watching, modeling and clarifying." The teacher is on the move, checking over shoulders, asking questions and teaching mini-lessons for individuals and groups who need a particular skill. Support is customized and individualized. The Guide on the Side sets clear expectations, provides explicit directions, and keeps the learning well structured and productive. In a thinking curriculum, students develop an in-depth understanding of the essential concepts and processes for dealing with those concepts, similar to the approach taken by experts in tackling their tasks. For example, students use original sources to construct historical accounts; they design experiments to answer their questions about natural phenomena; they use mathematics to model real-world events and systems; and they write for real audiences.

填空题A = ARTICLE 1 B = ARTICLE 2 C = ARTICLE 3 Which article differentiates two different forms of document, both of which give information about the tasks of a role, only that one is more detailed than another? explains what necessitate(s) job analysis? points out that job descriptions for organizations of different size could be different? elaborates the preparatory activity of a good job description? states that job descriptions could fail to function as planned unless it's carefully worded? indicates that job descriptions can not only commit one to a role but may also allow him to negotiate with his supervisor about his job responsibilities? observes that efficiency of a small business is largely based on an accurate job analysis? gives the longest list of the functions of job descriptions? defines different terms involved in job description development? says that a proper job analysis and a good job description can protect small business from potential problems? 1. ______ 2. ______ 3. ______ 4. ______ 5. ______ 6. ______ 7. ______ 8. ______ 9. ______ 10. ______ A ARTICLE 1 First, let's look at some terms. A job is a collection of tasks and responsibilities that an employee is responsible to conduct. Jobs have titles. A task is typically defined as a unit of work, that is, a set of activities needed to produce some result, e.g., vacuuming a carpet, writing a memo, sorting the mail, etc. Complex positions in the organization may include a large number of tasks, which are sometimes referred to as functions. Job descriptions are lists of the general tasks, or functions, and responsibilities of a position. Typically, they also include to whom the position reports, specifications such as the qualifications needed by the person in the job, salary range for the position, etc. Job descriptions are usually developed by conducting a job analysis, which includes examining the tasks and sequences of tasks necessary to perform the job. The analysis looks at the areas of knowledge and skills needed by the job. Note that a role is the set of responsibilities or expected results associatedwith a job. A job usually includes several roles. Typically, job descriptions are used especially for advertising to fill an open position, determining compensation and as a basis for performance reviews. Not everyone believes that job descriptions are highly useful. Dr. John Sullivan points out numerous concerns about job descriptions that many other people have as well, including, e.g., that too often job descriptions are not worded in a manner such that the employee's performance can be measured, they end up serving as the basis for evaluation rather than performance, etc. B ARTICLE 2 The cornerstone to any employment decision begins with job analysis. Job analysis is the most basic activity in human resource management. Accurate information on all jobs is necessary to efficiently direct and/or control the operations of a small business. Competition and equal employment opportunity legislation has made job analysis a mandatory organizational consideration for small businesses. Because human resources represent the largest cost item for most small businesses, managers must have current and systematized information on all jobs in order to produce products and services efficiently. The myriad of laws, guidelines, and court decisions concerning equal employment opportunity make job analysis necessary. Small businesses have been quite vulnerable on the issue of discrimination in employment practices. One way to defend employment practices is to conduct job analysis and prepare job descriptions. Job descriptions are the most visible output from job analysis. Comprehensive job descriptions developed from job analysis are used in selection, training, performance appraisal, and compensation. There are many formats used in preparing job descriptions. Job analysis is an in-depth study of a job and provides information for job descriptions. The job analyst will gather information about jobs through interviewing employees, observing performance of certain tasks, asking employees to fill out questionnaires and worksheets, and collecting information about a job from secondary sources such as the Dictionary of Occupational Titles. The job analyst will write down the results of the analysis and review them with the job incumbent. The documentation is then presented to the incumbent's supervisor for review (often the incumbent's supervisor is the job analyst). The supervisor may add, delete or modify duties, knowledge, skills, abilities, and other characteristics. After supervisory approval is obtained, the documentation is forwarded through channels for final approval. A signed and dated job description is then prepared. This job description becomes the official record for this particular job. C ARTICLE 3 Job descriptions are essential. Job descriptions are required for recruitment so that you and the applicants can understand the role. Job descriptions are necessary for all people in work. A job description defines a person's role and accountability. Without a job description it is not possible for a person to properly commit to, or be held accountable for, a role. As an employee you may have or be given the opportunity to take responsibility for your job description. It allows you to clarify expectations with your employer and your boss. The process of writing job descriptions is actually quite easy and straight- forward. Many people tend to start off with a list of 20～30 tasks, which is okay as a start, but this needs refining to far fewer points, around 8～12 is the ideal. Smaller organizations commonly require staff and managers to cover a wider or more mixed range of responsibilities than in larger organizations (for example, the "office manager" role can comprise financial, HR, stock-control, scheduling and other duties). Therefore in smaller organisations, job descriptions might necessarily contain a greater number of listed responsibilities, perhaps 15～16. However, whatever the circumstances, the number of responsibilities should not exceed this, or the job description becomes unwieldy and ineffective. Any job description containing 20～30 tasks is actually more like a part of an operational manual, which serves a different purpose. Job descriptions should refer to the operational manual, or to "agreed procedures", rather than include the detail of the tasks in the job description. If you include task detail in a job description you will need to change it when the task detail changes, as it will often do. What would you rather change, 100 job descriptions or one operational manual?

填空题

填空题Walking—like swimming, Bicycling and running—is an aerobic exercise, (31) builds the capacity for energy output and physical endurance by increasing the supply of oxygen to skin and muscles. Such exercises may be a primary factor in the (32) of heart and circulatory disease. As probably the least strenuous, safest aerobic activity, walking is the (33) acceptable exercise for the largest number of people. Walking (34) comfortable speed improves the efficiency of the cardiorespiratory system (35) stimulating the lungs and heart, But at a more gradual rate (36) most other forms of exercise. In one test, a group of men 40 to 57 years of age, (37) at a fast pace for 40 minutes four days a week, showed improvement (38) to men the same age on a 30 minute, three-day-a-week jogging program in the same period. Their resting heart rate and body fat decreased (39) . These changes suggest (40) of the important—even vital—benefits walking can (41) about. Walking (42) bums calories. It takes 3,500 calories to gain or (43) one pound. Since a one-hour walk at a moderate pace will (44) up 300 to 360 calories. By walking one hour every other day, you can burn up a pound-and-a-half monthly, or 18 pounds (45) —providing there is no change in your intake of food. To (46) weight faster, walk an hour every day and burn up 3 pounds a month, or 36 pounds a year. (47) your age, right now is the time to give your physical well-being as much thought as you (48) to pensions or insurance. Walking is a vital defense (49) the ravages of degenerative diseases and aging. It is nature's (50) of giving you a tuneup.

填空题A=Washington D.C. B=New York City C=Chicago D=Los Angeles Which book(s) say(s) that... · is the headquarter of the Supreme court. (21) · was discovered as early as 1524. (22) · has served as the capital of the country. (23) · is now the largest industrial city in the country. (24) · leads the country in the manufacture of aircraft and spare parts. (25) · is the largest city. (26) · is the second largest city in population in U. S.A. (27) · has become one of the world's busiest ports. (28) · covers an area of over 69 square miles. (29) · is now considered the center of industry, transportation, commerce and finance in the mid-west area. (30) 1. Washington D. C. Washington, the capital of the United States, is in Washington D.C. and is situated on the Potomac River between the two states of Maryland and Virginia. The population of the city is about 800,000 and it covers an area of over 69 square miles (including 8 square miles of water surface). The section was named the District of Columbia after Christopher Columbus, who discovered the continent. The city itself was named Washington after George Washington, the first president of U. S. A. The building of the city was accomplished in 1,800 and since that year, it has served as the capital of the country. Thomas Jefferson was the first president inaugurated there. In the War of 1812, the British army seized the city, burning the White House and many other buildings. Washington is the headquarters of all the branches of the American federal system, Congress, the Supreme Court and the Presidency. Apart from the government buildings, there are also some other places of interest such as the Washington Monument, the Lincoln Memorial, the Jefferson Memorial, the Library of Congress and Mt. Vernon, home of George Washington. 2. New York City New York City, located in New York State, is the largest city and the chief port of the United States. The city of New York has a population of over 7 million (1970) and Metro politan, 12 million. The city has five boroughs. Manhattan, Brooklyn the Bronx, Queen's and Richmond. The city with its good harbor was discovered as early as 1524, and it was established by the Dutch who named the city New Amsterdam. In 1664, the city was taken by the English and it got the name New York as it bears now. During the American Revolution in 1776, George Washington had his head-quarters for a time in New York City. The Declaration of Independence was first read there on July 4th, 1776. The city remained the nation's capital until 1790. New York became an important port early in the last century. A large portion of the national exports passed through New York Harbor. New York has become one of the world's busiest ports and also the financial, manufacturing, and travel center of the country. Some of the places of interest in the city are. the Statue of Liberty (152 meters high) which was given by the French people to the American people as a gift in 1877. It was erected on Liberty Island in the middle of New York Harbor. Broadway, Wall Street and Fifth Avenue are a few of New York's more famous streets. Wall Street, where many famous banks are centered, is the financial center of America and has become a symbol of the American monopoly capitalism. Fifth Avenue is the street with famous stores and shops. Time Square is in the center of New York City, at Broadway and 42nd Street. Greenwich Village is an art center. Many American artists and writers have lived and worked there. The group of the third largest city buildings of the United Nations stand along the East River at the end of the 42nd Street. 3. Chicago Chicago, the second largest city in population in the United States, lies on the southwestern shore of Lake Michigan at a point where the Chicago River enters the lake. The city is now the largest industrial city in the country. Both heavy and light industries are highly developed, particularly the former. Black metallurgical industry and meat processing are assumed to be the head in the U. S. It is now considered the center of industry, transportation, commerce and finance in the mid-west area. The working class in Chicago has a glorious revolutionary tradition. On May 1st, 1886, thousands upon thousands of workers in the city and the country went on strike for the eight-hour workday and succeeded. Since 1890, May 1st has been observed every year as an International Labor Day. On March 8th 1909, women workers in Chicago held a big strike for freedom and equal rights with men and since 1910, March 8th has been celebrated each year as an International Working Women's Day. 4. Los Angeles Los Angeles is situated near the Pacific coast in California. It is an important center of shipping, industry and communication. The city was first founded by a Spanish explorer in 1542 and turned over to the U. S. in 1846. The city leads the country in the manufacture of aircraft and spare parts and the area has become an aviation center. California is a leading state in the production of electronic products and the area of Los Angeles has grown into an important electronic center. Since the first American movie was made in Los Angeles in 1908, the city has remained the film center of the United States. Hollywood, the base of the film industry in the city, is a world famous film producing center.

填空题Perhaps (31) are far more wives that I imagine who take it for (32) that housework is neither satisfying nor even important once the basic demands of hygiene and feeding have been (33) . But home and family is the one realm in (34) it is really difficult to shake free of one's upbringing and create new values. My parents' house was impeccably kept; cleanliness (35) a moral and social virtue, and personal untidiness, Visibly old clothes, or long male hair provoked biting jocularity. If that (36) been all, maybe I could have adapted myself (37) housework on (38) easy-going, utilitarian basis, refusing the moral overtones but still believing in it as something constructive (39) it is part of creating a home. But at the same time my mother used to resent (40) it, called it drudgery, and convinced me that it wasn't the activity for an intelligent being. I was the only child, and once I was at school there was no (41) why she should have continued (42) her will to remain housebound, unless, as I suspect, my father would not hear of her having a job of her own. I can now begin to understand why a woman in a small suburban house, with no infants to look (43) , who does not (44) reading because she has not had much of an education, and who is intelligent (45) to find neighborly chit-chat boring, should carry the pursuit of microscopic specks of dust to the (46) of fanaticism in an (47) to fill hours and salvage her self-respect. My parents had not even the status-seeking impetus to send me to university that Joe's had; my mother (48) me to be "a nice quiet person who wouldn't be noticed (49) a crowd", and it was feared that university education (50) in ingratitude (independence).

填空题There are several things about motorcycling that the average citizen dislikes. A cyclist"s 1 has something to do with this dislike. Motorcylists frequently look dirty, in fact, they are dirty. On the road there is little to 2 them from mud, crushed insects, and bird droppings. For practical reasons they often 3 in old clothing which looks much less 4 than the clothing of people who ride in cars. For the same reason motorcyclists usually wear 5 colors. Perhaps this helps to explain why they are sometimes 6 of having evil natures. In old 7 of long ago, evil characters usually wear black. In 8 movies the "bad guys" usually wear black hats 9 the "good guys" wear lighter colors. Something else about their appearance makes an 10 impression. In their practical, protective clothing they very much like the men 11 military motorcycles in the movies of World War Two-cruel enemies who reared into 12 villages 13 people"s hearts with fear. Probably 14 machine itself also produces anger and fear. Motorcycles are noisy, though some big trucks are even noisier. But trucks are big and carry heavy 15 . They are accepted (If not really welcomed) because they perform a 16 service, making America move. Motorcycles, on the 17 hand, make an unpleasant noise just to give their riders 18 . That is what is commonly thought. In the woods motorcycles frighten animals. 19 along quiet streets, they disturb 20 families and make babies cry.

填空题Howmanyplanetsarethereinthesolarsystemrevolvingaroundthesun?

填空题the approaches to research should be adjusted to the changing situation?

填空题Etiquette in Cell Phone users "The more gadgets there are, the (1) things seem to get." said Honore Ervin, co-author of The Etiquette Girls: Things You Need to Be Told. "Just because it's there (2) your disposal, doesn't mean you have to use it 24/7." A recent (3) by market research company Synovate showed that 70 percent of 1,000 respondents (4) the poorest etiquette in cell phone users over other devices. The worst habit? Loud phone conversations in public places, or "cell yell," (5) to 72 percent of the Americans polled. "People use (6) anywhere and everywhere," Ervin said. "At the movies -- turn (7) your cell phone. I don't want to pay $10 to be sitting next to some guy chitchatting to his girlfriend (8) his cell phone." This rudeness has deteriorated public spaces, according to Lew Friedland, a communication professor (9) the University of Wisconsin-Madison. He (10) the lack of manners a kind of unconscious rudeness, (11) many people are not (12) of what they're doing or the others around them. "I think it's really noticeable in any plane, train or bus (13) you're subjected against your will (14) someone else's conversation," he said. "You can listen to intimate details of their uncle's illness, problems with their lovers, and (15) they're having for dinner. "It (16) what was a public common space and starts to (17) it up into small private space." A short time ago, if cell phone users (18) politely asked to talk quietly, they would (19) with chagrin, he said. "Now more and more people are essentially treating you like you don't understand that loud cell phone use is (20) in public./

填空题Periodically in history, there come periods of great transition in which work changes its meaning. There was a time, perhaps 10,000 years ago, when human beings stopped feeding themselves by hunting game and gathering plants, and increasingly turned to agriculture. In a way, that represented the invention of "work". Then, in the latter decades of the 18th century, as the Industrial Revolution began in Great Britain, there was another transition in which the symbols of work were no longer the hoe and the plow; they were replaced by the mill and the assembly line. 66. ______ With the Industrial Revolution, machinery—powered first by steam, then by electricity and internal combustion engines—took over the hard physical tasks and relieved the strain on human and animal muscles. 67. ______ And yet, such jobs have been characteristic of the human condition in the first three-quarters of the 20th century. They've made too little demand on the human mind and spirit to keep them fresh and alive, made too much demand for any machine to serve the purpose until now. The electronic computer, invented in the 1940's and improved at breakneck speed, was a machine that, for the first time, seemed capable of doing work that had until then been the preserve of the human mind. With the coming of the microchip in the 1970's, computers became compact enough, versatile enough and ( most important of all) cheap enough to serve as the brains of affordable machines that could take their place on the assembly line and in the office. 68. ______ First, what will happen to the human beings who have been working at these disappearing jobs? Second, where will we get the human beings that will do the new jobs that will appear—jobs that are demanding, interesting and mind-exercising, but that requires a high-tech level of thought and education? 69. ______ The first problem, that of technological unemployment, will be temporary, for it will arise out of the fact that there is now a generation of employees who have not been educated to fit the computer age. However, (in advanced nations, at least) they will be the last generation to be so lacking, so that with them this problem will disappear or, at least, diminish to the "point of non-crisis proportions. The second problem—that of developing a large enough number of high-tech minds to run a high-tech world- will be no problem at all, once we adjust our thinking. 70. ______ Right now, creativity seems to be confined to a very few, and it is easy to suppose that that is the way it must be. However, with the proper availability of computerized education, humanity will surprise the elite few once again. A. There remained, however, the "easier" labor—the labor that required the human eyes, ears, judgment and mind but no sweating. It nevertheless had its miseries, for it tended to be dull, repetitious, and boring. And there is always the sour sense of endlessly doing something unpleasant under compulsion. B. For one thing, much of human effort that is today put into "running the world" will be unnecessary. With computers, robots and automation, a great deal of the daily grind will appear to be running itself. This is nothing startling. It is a trend that has been rapidly on its way ever since World War Ⅱ. C. And now we stand at the brink of a change that will be the greatest of all, for work in its old sense will dis appear altogether. To most people, work has always been an effortful exercising of mind or body—compelled by the bitter necessity of earning the necessities of life—plus an occasional period of leisure in which to rest or have fun. D. Clearly there will be a painful period of transition, one that is starting already, and one that will be in full swing as the 21st century begins. E. In the first place, the computer age will introduce a total revolution in our notions of education, and is beginning to do so now. The coming of the computer will make learning fun, and a successfully stimulated mind will learn quickly. It will undoubtedly turn out that the "average" child is much more intelligent and creative than we generally suppose. There was a time, after all, when the ability to read and write was confined to a very small group of "scholars" and almost all of them would have scouted the notion that just about anyone could learn the intricacies of literacy. Yet with mass education general literacy came to be a fact. F. This means that the dull, the boring, the repetitious, the mind-stultifying work will begin to disappear from the job market—is already beginning to disappear. This, of course, will introduce two vital sets of problem—is already introducing them.

填空题 Read the following text and fill each of the numbered spaces with ONE suitable word. Write your answers on ANSWER SHEET 1. Recent surveys show that Japanese youth have become a "Me Generation" that rejects traditional values. "Around 1980 many Japanese,{{U}} (31) {{/U}}young people abandoned the values of economic success and began{{U}} (32) {{/U}}for new sets of values to{{U}} (33) {{/U}}them happiness," writes sociologist Yasuhiro in Comparative Civilizations Review. Japanese youth are placing more importance on the individual's pursuit of{{U}} (34) {{/U}}and less on the values of work, family, and society. Japanese students seem to be losing patience with work,{{U}} (35) {{/U}}their counterparts in the United States and Korea. In a 1993{{U}} (36) {{/U}}of college students in the three countries, only 10% of the Japanese regarded{{U}} (37) {{/U}}as a primary value compared with 47% of Korean students and 27% of American students. A greater{{U}} (38) {{/U}}of Japanese aged 18—24 also preferred easy jobs{{U}} (39) {{/U}}heavy responsibility. The younger Japanese are showing less concern for family values as they pursue an inner world of private satisfaction. Data collected{{U}} (40) {{/U}}the Japanese government in 1993 shows that only 23% of Japanese youth are thinking about supporting their aged parents, in contrast{{U}} (41) {{/U}}63% of young Americans. It appears that many younger-generation Japanese are{{U}} (42) {{/U}}both respect for their parents{{U}} (43) {{/U}}a sense of responsibility to the family. Author Yoshizaki attributes the change{{U}} (44) {{/U}}Japanese parents ! over-indulgence of their children, material affluence, and growing{{U}} (45) {{/U}}for private matters. The shift{{U}} (46) {{/U}}individualism among Japanese is most pronounced among{{U}} (47) {{/U}}very young.According to 1991 data{{U}} (48) {{/U}}the Bunka Center of Japan, 50% of Japanese youth aged 16—19 can be labeled "self-centered" compared with 33% among{{U}} (49) {{/U}}aged 25-29. To earn the self-centered label, the young people responded positively to{{U}} (50) {{/U}}ideas as "I would like to make decisions without considering traditional values" and "I don't want to do anything I can't enjoy doing. "

填空题· seems difficult to save the game?

填空题 You will hear a long talk．As you listen, you must answer Questions 21～30 by writing {{B}}NO MORE THAN THREE{{/B}} words in the space provided on the right．You will hear the talk {{B}}TWICE．{{/B}}

填空题You now have 60 seconds to read Questions 21 ～ 30.