我们这儿的人都觉得他有婚外恋。

Learning foreign languages, both at school or after graduation,can be rewarded in many ways. Unfortunately , people【S1】______just give up when they find it boring to memorize wordsand grasp basic grammar to inquire a certain level of skill【S2】______to communicate in a foreign language. Is there way out? Theanswer is yes or no, according to top experts on foreign language【S3】______acquisition. They said something is much more than learning vocabulary【S4】______and grammar should be done to be proficient in foreign languages. "Try a subject that deeply interests you," said Hannelore. "Once you start learning foreign expressions about the subject that you're interested in, you can learn the foreign language more effectively."The underlying idea that forcing students to memorize words【S5】______totally unrelated to their life is not only effective but also a【S6】______waste of time. Start with an interesting topic, and once fun and curiosity start to work, linguistic skills will follow. Motivation is important in accelerating the learning process, and using the foreign language in real situations — preferably in the countrywhere it is used in natural environment — is equally important.【S7】______Knowledge about the cultural background of the target foreign language and interaction with native speakers are essential. But what about those who rely on self-study and find it hard to goover a certain level? Moser said it is natural that students who【S8】______learn foreign languages confronted a period of slump. That's what is called "ceiling effect", a period in which one's foreign languageability goes to a standstill. But it is a period when one's proficiency【S9】______is actually consolidating after entering a higher level.【S10】______

他既不说英语也不说法语。

Passage Three

Traditionally, teachers in kindergartens are dominantly female, but now male teachers are exceptionally popular in China. The following two excerpts provide opinions on male teachers in kindergartens, in the US and China respectively. Read them carefully and write your response in NO LESS THAN 300 words, in which you should: 1. summarize briefly both excerpts, and then 2. give your comment on whether it is a good idea to hire more male teachers in a kindergarten.Excerpt 1 In recent years, education experts have converged on one big idea: Teachers matter. Studies show that years of good teaching can set a student on a good path, while years of bad teaching can do the opposite. Yet only a fraction of our teachers are the best and the brightest of their generation. Here's a simple idea that could dramatically improve the teaching quality: Hire a few good men. Teaching now remains a female-dominated profession. This is especially true for younger children. According to the Bureau of Labor Statistics, only 2% of kindergarten teachers are men. Why should this concern us? First, men represent an underutilized talent pool. If we could attract more males to teaching, school districts would have an easier time hiring outstanding individuals. The point is not that men are better teachers, but that highly qualified men are far less likely to apply for teaching jobs. Second, boys in particular benefit from the presence of male role models in the classroom. If we want to do something about boys' often sluggish classroom performance, more male teachers could be a useful step. Our children deserve the very best teachers we can find, whether men or women. We need to be more creative in letting young men know that they should consider teaching as a profession.Excerpt 2 One year ago, Hai Jun was hogging media attention for being the first male kindergarten teacher in Shenyang, but he quit earlier this month. Many suspect that his departure was caused by traditional bias against male pre-school teachers, which has forced many of Hai's male colleagues to leave. "It seems that few of these young graduates can withstand the bias no matter how enthusiastic they were in the beginning," says Wang Ying, deputy head of a Shenyang-based nursery school. But even as male teachers find the going tough, there is a clamour for them in many places, such as South China's Guangdong Province. Some kindergartens in the province, convinced that a male presence would be healthy, beg fathers to volunteer in their schools. According to statistics released by the Guangzhou education department, only 14 out of 28,422 kindergarten teachers in the city were men at the end of last year. It is generally agreed that having a male teacher is conducive to developing a child's character and balance women-dominated kindergartens. Not a few parents complain that their boys behave like sissies since they imitate their teachers. A male kindergarten teacher surnamed Ma says that the kids love him and that he has won much acclaim from both parents and female colleagues. "Male teachers play an important role in cultivating children's boldness and help develop a strong will," says Wang, referring to the growing demand for male teachers. However, that is one area where males fear to tread in China. Traditionally men were considered careless, clumsy and not suited to take care of children. "Fundamentally, it's the traditional concept that has forced these men to give up," says Sun Hongyan, deputy director of the Beijing-based Research Institute for Children.

The American Two-party SystemI. IntroductionA. the oldest political【T1】 1 around the world【T1】 2B. the classical example of two-party system: the American political system— the dominant parties: the Democratic and the【T2】 3 parties【T2】 4— the two-party system survived all attempts to assaultsC. About dozen parties that nominate【T3】 5【T3】 6D. Americans inevitably become one of the two parties because— there is usually no other place to go— most Americans know where they【T4】 7 in the system【T4】 8II. Two-party system is so strongly【T5】 9 because【T5】 10A The way【T6】 11 are conducted: the Americans elect【T6】 12—【T7】 13【T7】 14— about 800,000 of other【T8】 15,【T8】 16— the congressman from single-member districtsB. Organization of the House of Representatives ensures that— major party can maintain its【T9】 17【T9】 18— major party is likely to win III. The consequences of the systemA the【T10】 19 production of majorities【T10】 20— the competition between two parties— the【T11】 21 of the victory of the winning party【T11】 22B. The peaceful【T12】 23【T12】 24— the party in power can be overrun by the party out of power— two-party system cannot be destroyed— the【T13】 25 can survive the defeat because of【T13】 26a)the possibility of mamtaining a【T14】 27 of the opposition【T14】 28b)the attraction of the support of those opposed to the party in powerC. the tendency for the major parties to be【T15】 29,【T15】 30 e.g. business is conducted across party linesD. The work of the government carried on despite of divided party control The American Two-party SystemI. IntroductionA. the oldest political【T1】 31 around the world【T1】 32B. the classical example of two-party system: the American political system— the dominant parties: the Democratic and the【T2】 33 parties【T2】 34— the two-party system survived all attempts to assaultsC. About dozen parties that nominate【T3】 35【T3】 36D. Americans inevitably become one of the two parties because— there is usually no other place to go— most Americans know where they【T4】 37 in the system【T4】 38II. Two-party system is so strongly【T5】 39 because【T5】 40A The way【T6】 41 are conducted: the Americans elect【T6】 42—【T7】 43【T7】 44— about 800,000 of other【T8】 45,【T8】 46— the congressman from single-member districtsB. Organization of the House of Representatives ensures that— major party can maintain its【T9】 47【T9】 48— major party is likely to win III. The consequences of the systemA the【T10】 49 production of majorities【T10】 50— the competition between two parties— the【T11】 51 of the victory of the winning party【T11】 52B. The peaceful【T12】 53【T12】 54— the party in power can be overrun by the party out of power— two-party system cannot be destroyed— the【T13】 55 can survive the defeat because of【T13】 56a)the possibility of mamtaining a【T14】 57 of the opposition【T14】 58b)the attraction of the support of those opposed to the party in powerC. the tendency for the major parties to be【T15】 59,【T15】 60 e.g. business is conducted across party linesD. The work of the government carried on despite of divided party control

我感到很痛。

我同书籍，即将分离。我虽非英雄，颇有垓下之感，即无可奈何。 这些书，都是在全国解放以后，来到我家的。最初零零碎碎，中间成套成批。 有的来自京沪，有的来自苏杭。最初，囊中羞涩，也曾交臂相失。中间也曾一掷百金，稍有豪气。总之，时历三十余年，我同他们，可称故旧。 十年浩劫!我自顾不暇，无心也无力顾及它们。但它们辗转多处，经受折磨、潮湿、践踏、撞破，终于还是回来了。失去了一些，我有些惋惜，但也不愿去寻觅它们，因为我失去的东西，比起它们，更多也更重要。

Understanding Types of PoemsI. Epic poemsA. Definition:—a narrative concentrating on【T1】______and events that are significant to【T1】______a particular cultureB. Examples:—2000 B. C. : Gilgamesh recorded on【T2】______【T2】______—Greek: Homer's Iliad and Odyssey—【T3】______: Virgil's Aeneid and Ovid's Metamorphoses【T3】______—Medieval period: Beowulf—【T4】______: Dante's The Divine Comedy, John Milton's Paradise Lost【T4】______C. Characteristics:—an imposing, significant【T5】______: a vast setting: courageous, even【T5】______superhuman actions: supernatural forces: an objective point of viewII.【T6】______【T6】______A. Definition:—short poems expressing deep feelings, set to【T7】______and performed【T7】______to audienceB. Examples:—the Greeks: Sappho and Pindar—the Romans: Catullus and Horace—the middle ages: Omar Khayyam from Persia—later centuries: John Donne and Ben Jonson—the 19th and 20th centuries: Wordsworth, Keats, Byron and ShelleyC. Characteristics:depending on【T8】______【T8】______III. Dramatic poemsA. Definition:—derived from theatrical drama, written in the form of a dialogue or a【T9】______【T9】______B. Examples:—【T10】______, Indian drama, Chinese opera, and Japanese Noh theatre【T10】______IV. The【T11】______: sonnets, ballads, odes, epigrams and so on【T11】______A. Sonnets1)English sonnets: written by Shakespeare —length: 14 lines—rhyme: abab, cdcd, efef, gg—rhythm: five two-syllable feet2)Petrarchan or Italian sonnet: named after Francesco Petrarch —rhyme: 8 line: abbaabba6 line: xyzxyz3)theme: love and affection with【T12】______【T12】______B. Ballads: presenting a dramatic or exciting episode from【T13】______【T13】______—form: four lines per stanza and a refrain—rhyme: ababC. Odes: poems with serious subject matters, elevated styles and elaborate structures1)uniform stanzas and a regular rhythm pattern2)three sections of stanza:—describing the【T14】______or situation【T14】______—presenting the problem—presenting an insightD. Epigrams: short poems ending with a wise point—functions【T15】______in different traditions【T15】______

[此试题无题干]

Young people are facing an uncertain future. As the 21stcentury dawned, they were promised a wealth of prospects unless【M1】______they stayed in education or took up with the wide range of training【M2】______opportunities. Now, more than 10 years on, their dreams of education and job opportunities have disintegrated, for reasons far beyond their control. While it is something of an adult pastime to complain aboutyoung people, we have to face up with our responsibility for【M3】______letting down a generation. The economical crisis has brought with【M4】______it a tsunami of jobless young people and many more teenagerswaiting in wings wondering what the future holds. Rather than【M5】______jump on the " aren' t they all nuisances and responsible rioters"【M6】______bandwagon, which would have been an easy movement to make【M7】______given the coverage teenagers got over the summer, the government has produced a paper on how we all need to be Positive For Youth. Positive For Youth call for a "new partnership approach" in【M8】______local areas—between businesses, charities, public services, the general public and young people—to provide more opportunities and better support to our teens. For businesses and charities, youngpeople are their future employers and customers. For public【M9】______services, early and positive support can reduce the chances ofpublic funds wasting in holding young people in expensive secure【M10】______provision, or managing the remedial effects of inadequate support and assistance as they reach young adulthood.

Engaging in a hobby like reading a book, making a patchwork quilt or even playing computer games can delay the onset ofdementia, a US study suggests. Watching TV but does not【M1】______count—and indeed spending significant periods of time in front ofthe box may speed up with memory loss, researchers found.【M2】______Nearly 200 people aged 70 to 89 with mild memory problems werecompared to a group who had no impairment. The researchers【M3】______from the Mayo Clinic in Minnesota asked the volunteers abouttheir daily activities within the past year and how mental active【M4】______they had been between the age of 50 to 65. Those who had duringmiddle age busy reading, playing games or engaging in craft【M5】______hobbies like patchworking or knitting was found to have a 40%【M6】______reduced risk of memory impairment. In later life, those same activities reduced the risk by between 30 and 50%. Those whowatched TV for less than 7 hours a day were also 50% more likely【M7】______to develop memory loss than those who spent longer than that staring at the screen. "This study is exciting because it demonstrates that age does【M8】______not need to be a passive process," said study author and neuroscientist Dr Yonas Geda. "By simply engaging in cognitive exercise, you can protect against future memory loss. Of course,the challenge with this type of research is what we are relying on【M9】______past memories of the participants, therefore we need to conform【M10】______these findings with additional research."

(1)As I dodge Parisians walking their poodles and pushing baby strollers in a vibrant market street, I'm reminded that one of the reasons Paris is endlessly entertaining is because of its neighborhoods. On streets such as rue des Martyrs, real people make cozy communities in the midst of this vast, high-powered city. You find a warm and human vibrancy you miss when just hopping from big museum to museum. (2)Strung across the road above me, a banner announces a neighborhood "clean-your-attic-day" sale. At a bakery, a sign in the window still brags its baguettes were voted the best in Paris in 2007. And next to me, a line of motorbikes are poised to deliver sushi, pizza-style, to the next caller. (3)Rue des Martyrs leads toward the center of Paris from the busy boulevard Clichy. As you wander, you feel the reality of raising a family and a sense of neighborhood in this urban setting. Still, security is a concern. Several side streets are "voie privee"—private lanes for high-rise, gated communities. The school has barriers to keep possible car bombs at a distance. (4)Shopping for groceries is an integral part of everyday life here. Parisians shop almost daily for three good reasons: Refrigerators are small(tiny kitchens), produce must be fresh, and it's an important social event. Shopping is a chance to hear about the butcher's vacation plans, see photos of the florist's new grandchild, relax over "un cafe," and kiss the cheeks of friends. In a Parisian neighborhood like this, people know their merchants as if it were a village. (5)Goods spill onto the sidewalk. And locals happily pay more at a shop that's not part of a chain. The corner charcuterie still sells various meats. But it's morphed with the times by offering more variety, prepared dishes sold by weight, and even a few tables so that customers can eat in as well as take out. (6)Across the street is one of the countless late-night groceries, which are generally run by North African immigrants who are willing to work the night shift, earning their living off wealthy locals who gladly pay the high prices for the convenience. Locals warn me that any place advertising prices by the half-kilo is trying to mask a very high markup. (7)The cheese shop has been serving the neighborhood ever since it used to keep goats and cows out back. This fromagerie preserves its old marble shelves, aluminum milk jugs, and World War II vintage scales, as if to show off its community roots. And rather than big name cheeses, it sells only the products of small artisan farms. (8)Locals know the butcher serves top grade beef—a big concern after what they translate as the "crazy cow" problem The ceiling hooks—where butchers once hung sides of beef—now display just a red medallion that certifies the slaughtered cow's quality. (9)At the patisserie you can jostle with a discerning and salivating clientele for the tasty, little typically French works of art. They bake up special treats in sync with each season: Easter, Christmas or whatever. I'm here at the end of the school year and it's the season for First Communions—so that's the theme filling the window displays. (10)And the tobacco shop/cafe on the corner is coping with the new, no-smoking law by putting out heaters and as many tables as will fit on the sidewalk(where smoking is permitted). Chinese immigrants now generally run these shops, which were once run by rural people from Auvergne in central France. (11)The trendy baby clothes store is a reminder mat the French love to doll up their babies. In the last generation, an aging and shrinking population has been a serious problem for Europe's wealthier nations. But France now has one of Europe's highest birth rates—the fertile French average is about two children per family, compared to 1.6 for the rest of Europe. Babies are in vogue today, and the French government rewards parents with substantial tax deductions for their first two children—and then doubles the tax break after that. Making babies is good business. (12)Rue des Martyrs finishes with a commercial climax before ending at the neighborhood church—the Neoclassical(from 1836)Notre Dame de Lorette. And from there, steps lead into the Metro, where all of Paris is just 1.10 euros($1.60)and a few minutes away.

其实，即使终于鼓起全部的道德勇气，坐在桌前，准备偿付信债于万一，也不是轻易能如愿的。 七零八落的新简旧信，漫无规则地充塞在书架上，抽屉里，有的回过，有的未回过，“只在此山中，云深不知处”，要找到你决心要回的那一封，耗费的时间和精力，往往数倍于回信本身。再想象朋友接信时的表情，不是喜出望外，而是余怒重炽，你那一点决心就整个崩溃了。你的债，永无还清之日。不回信，绝不等于忘了朋友，正如世上绝无忘了债主的负债人。 在你惶恐的深处，恶魇的尽头，隐隐约约，永远潜伏着这位朋友的怒眉和冷眼，不，你永远忘不了他。你真正忘掉的，而且忘得那么心安理得，是那些已经得到你回信的朋友。

How to Write a Book ReviewI. The definition of a book reviewA. a descriptive and critical or evaluative account of a bookB. a summary of content and a(n)【T1】 1 【T1】 2II. Two approaches to book reviewingA. the descriptive review giving the essential 【T2】 3about a book 【T2】 4B. the critical review describing and evaluating the book III. Basic requirements and nunimum essentialsA. Knowledge of the book 【T3】 5 【T3】 6B. Mastery of the genre in the workC. Description, not a summary of the bookD. Something about, not a biography of, the authorE. 【T4】 7appraisal 【T4】 8IV. Five preliminary mechanical stepsA. Reading the book 【T5】 9 【T5】 10B. Noting effective passages for 【T6】 11 【T6】 12C. Noting your impressions as you readD. 【T7】 13 what you have read 【T7】 14E. Aiming at achieving a single impressionV. Starting the outlineA. Getting an over-all grasp of the organizationB. Determining the central point to be madeC. Eliminating 【T8】 15 or irrelevancies 【T8】 16D. Filling in gaps or omissionsVI. Making the draftA. The opening paragraph—in a position of emphasis, and—setting the 【T9】 17 of the paper 【T9】 18B. The main body—being 【T10】 19 organized by the outline 【T10】 20—logical development of the central pointC. The concluding paragraph—summing up or 【T11】 21 【T11】 22—making the 【T12】 23 【T12】 24—introducing no new ideas VII. 【T13】 25 the draft 【T13】 26A. Correcting all mistakes in 【T14】 27 【T14】 28B. Looking for unity, organization and logical developmentC. Verifying quotations for accuracy and 【T15】 29 【T15】 30 How to Write a Book ReviewI. The definition of a book reviewA. a descriptive and critical or evaluative account of a bookB. a summary of content and a(n)【T1】 31 【T1】 32II. Two approaches to book reviewingA. the descriptive review giving the essential 【T2】 33about a book 【T2】 34B. the critical review describing and evaluating the book III. Basic requirements and nunimum essentialsA. Knowledge of the book 【T3】 35 【T3】 36B. Mastery of the genre in the workC. Description, not a summary of the bookD. Something about, not a biography of, the authorE. 【T4】 37appraisal 【T4】 38IV. Five preliminary mechanical stepsA. Reading the book 【T5】 39 【T5】 40B. Noting effective passages for 【T6】 41 【T6】 42C. Noting your impressions as you readD. 【T7】 43 what you have read 【T7】 44E. Aiming at achieving a single impressionV. Starting the outlineA. Getting an over-all grasp of the organizationB. Determining the central point to be madeC. Eliminating 【T8】 45 or irrelevancies 【T8】 46D. Filling in gaps or omissionsVI. Making the draftA. The opening paragraph—in a position of emphasis, and—setting the 【T9】 47 of the paper 【T9】 48B. The main body—being 【T10】 49 organized by the outline 【T10】 50—logical development of the central pointC. The concluding paragraph—summing up or 【T11】 51 【T11】 52—making the 【T12】 53 【T12】 54—introducing no new ideas VII. 【T13】 55 the draft 【T13】 56A. Correcting all mistakes in 【T14】 57 【T14】 58B. Looking for unity, organization and logical developmentC. Verifying quotations for accuracy and 【T15】 59 【T15】 60

Survival of English LanguageI . Introduction—English widespread in【T1】______【T1】______—【T2】______show(s)how English survived【T2】______II. Five periods of its【T3】______【T3】______1)410 CE to the mid-8 th century—【T4】______mercenaries coming and spreading their language among【T4】______the Britons—center of【T5】______: York in Northumbia【T5】______2)Mid-8th century to 899—The Danes replaced the Anglo-Saxons to rule Northumbia, butwere【T6】______by Alfred of Wessex.【T6】______—Alfred called on people to【T7】______【T7】______—Center was shifted to【T8】______.【T8】______—Alfred's【T9】______enabled most of the existing laws and literary【T9】______works to be in English.3)959 to 1066—England was divided into【T10】______and English speaking areas.【T10】______—Canute became ruler of【T11】______【T11】______—Center was moved to London.—Edward succeeded Canute and English gave way to【T12】______【T12】______4)1080 to the 17 th century—Written English【T13】______before the advent of "Provision of【T13】______Oxford". —Since 14th century, English had gained renewed life.—【T14】______English appeared in the 17th century.【T14】______5)1837 to today—English was used widely as a result of【T15】______, computer, the【T15】______World Wide Web and rapid communication.

Passage Four

Four Characteristics of CultureI. Culture is shared— Region, climate and【T1】_____ form a set of values and beliefs【T1】______— Culture does not belong to a single individualII. Culture is learned— Culture is not born or【T2】_____【T2】______— Culture is【T3】_____【T3】______Example: People【T4】_____【T4】______People invent better technologies People learn from the past generationIII. Cultures change— Example:【T5】_____vs. primitive【T5】______— Causes of cultural changes: the regular【T6】_____ of cultural traits【T6】______— Different rates of cultural changes among nationse.g. Germans are【T7】_____to adopt new words, while【T7】______French people are resistant to it— Two ways of cultural changesa)Inventions within a societyb)【T8】_____ cultural traits from one society to another【T8】______— Impact of changes: a changed trait will affect anotherReason: cultural traits are functionally【T9】_____【T9】______Example: resisted【T10】_____ opportunities for women【T10】______in North America and Europe IV. Cultures are【T11】_____【T11】______— Examples:a)Tribes in New Guinea and upper Amazon Basinwere【T12】_____【T12】______b)Tribal people now buy clothes and【T13】_____produced【T13】______by multinationals— Consequence:a)Societies are【T14】_____ cultural traits from the economic powers【T14】______b)Small indigenous cultures have disappeared due to the shared global culturec)Major cultures will survive because of【T15】_____ and ethnocentrism【T15】______

Passage Four

On Public Speaking I. People's frequent response to giving their first speech: feel 【T1】______【T1】______II. The speaker's secret of giving speeches— think public speaking is 【T2】______as other forms of talk 【T2】______— take public speaking as a way to【T3】______his thoughts【T3】______— know public speaking is easier than 【T4】______【T4】______- reason: the speaker is free to decide on the 【T5】______of his speech 【T5】______III. Two key points to be a successful public speaker— 【T6】______with the subject matter 【T6】______— good preparation of the speechIV. Ways to 【T7】______the audience' s understanding 【T7】______— at the beginning: (8) _____the content beforehand 【T8】______— at the end: end the speech with 【T9】______【T9】______V. Other key points to bear in mind— make 【T10】______with the audience 【T10】______— vary the 【T11】______of delivery 【T11】______— stand up straight— use the【T12】______in a right way【T12】______— be 【T13】______in speech and get your message to the point 【T13】______- inaugural speech of Kennedy: one of the【T14】______, best 【T14】______remembered and most quoted—【T15】______: the core to the success of many successful people 【T15】______