单选题He is quite sure that it"s absolutely impossible for him to fulfill the task within two days.

单选题Look at the questions for this part. You will hear a woman talking about her father. For questions 24-30, indicate which of the alternatives A, B, or C is the most appropriate response.

单选题A confident player has an advantage over a nervous opponent.

单选题At this point she even didn"t know anything going wrong at all.

单选题Mountain life produces a strong, tough breed of man.

单选题Questions 24-30 ·Look at the questions for this part. ·You will hear a passage about "Odds and Ends ". ·For questions 24-30, indicate which of the alterative A, B, or C is the most appropriate response. ·Mark one letter A, B or C on the Answer Sheet.

单选题artistic

单选题compose

单选题Steven King is generally considered the most gifted author.

单选题Read the following article from a book and answer questions 19-25. For questions 19-25, choose the correct answer A, B, C or D. Home Is Where the Tongue Is For all the pressures and rewards of regionalization and globalization, local identities remain the most ingrained. Even if the end result of globalization is to make the world smaller, its scope seems to foster the need for more intimate local connections among many individuals. As Bernard Poignant, mayor of the town of Quimper in Brittany, told the Washington Post, "Man is a fragile animal and he needs his close attachments. The more open the world becomes, the more ties there will be to one's roots and one's land." In most communities, local languages such as Poignant's Breton serve a strong symbolic function as a clear mark of "authenticity". The sum total of a community's shared historical experience, authenticity reflects a perceived line from a culturally idealized past to the present, carried by the language and traditions associated with the community's origins. A concern for authenticity leads most secular Israelis to champion Hebrew among themselves while also acquiring English and even Arabic. The same obsession with authenticity drives Hasidic Jews in Israel or the Diaspora to champion Yiddish while also learning Hebrew and English. In each case, authenticity amounts to a central core of cultural beliefs and interpretations that are not only resistant to globalization but also are actually reinforced by the "threat" that globalization seems to present to these historical values. Scholars may argue that cultural identities change over time in response to specific reward systems. But locals often resist such explanation and defend authenticity and local mother tongues against the perceived threat of globalization with near religious ardor. As a result, never before in history have there been as many standardized languages as there are today: roughly 1,200. Many smaller languages, even those with far fewer than one million speakers, have benefited from state-sponsored or voluntary preservation movements. On the most informal level, communities in Alaska and the American northwest have formed Internet discussion groups in an attempt to pass on Native American languages to younger generations. In the Basque, Catalan, and Galician regions of Spain, such movements arc fiercely political and frequently involve staunch resistance to the Spanish government over political and linguistic rights. Projects have ranged from a campaign to print Spanish money in the four official languages of the state to the creation of language immersion nursery and primary schools. Zapatistas in Mexico are championing the revival of Mayan languages in an equally political campaign for local autonomy. In addition to invoking the subjective importance of local roots, proponents of local languages defend their continued use on pragmatic grounds. Local tongues foster higher levels of school success, higher degrees of participation in local government, more informed citizenship, and better knowledge of one's own culture, history, and faith. Government and relief agencies can also use local languages to spread information about industrial and agricultural techniques as well as modern health care to diverse audiences. Development workers in West Africa, for example, have found that the best way to teach the vast number of farmers with little or no formal education how to sow and rotate crops for higher yields is in these local tongues. Nevertheless, both regionalization and globalization require that more and more speakers and readers of local languages be multi-literate.

单选题Look at the questions for this part. You will hear a passage about "American Weighs In ". You will listen to it twice. For questions 24~30, indicate which of the alternatives A, B, or C is the most appropriate response. Mark one letter A, B, or C on the Answer Sheet.

单选题Read the following passage and answer questions 19-25. For questions 19-25, choose the correct answer from A, B, C and D. Mark your answer on the Answer Sheet. The number of speakers of English in Shakespeare's time is estimated to have been about five million. Today it is estimated that some 260 million people speak it as a native language. Mainly in the United States, Canada, Great Brittany, Ireland, South African, Australia and New Zealand. In addition to the varieties of English found in these areas, there are great many regional and social varieties of the language, as well as various levels of usage that are employed both in its spoken and written forms. It is virtually possible to estimate the number of people in the world who acquired adequate work knowledge of English in addition to their own languages. The purpose for which English is learned and the situation in which such learning takes place are so varied that it is difficult to define and still more difficult to assess what constitutes an adequate working knowledge for each situation. The main reason for the widespread demand for English is its present-day importance as a world language. Besides serving the infinite needs of its native speakers, English is a language in which some of the most important works in science, technology, and other fields are produced and not always by native speakers. It is widely used for such purpose as meteorological and airport communications, international conferences, and the spread information over the radio and television networks of many nations for the number of developing countries, especially former British colonies. Many of these countries have multi-lingual populations and need a language for internal communication as well as for international communication and for access to the scientific and technological development in the west.

单选题Read the following text and decide which answer best fits each space. For questions 26-45, mark one letter A, B, C or D on your Answer Sheet. Museum Science When deadly virus outbreaks occur, scientists want to know where the disease is coming from and how to stop it. In their search for【C1】______. some will pay a visit to their local museum. They are not trying to take their minds off the outbreak.【C2】______. they come to sift through the museum's historic collections, looking for【C3】______that might help them save lives. For instance, in the 1990s, there was an【C4】______of hantavirus in New Mexico and nearby states. The sometimes-deadly disease【C5】______flulike symptoms and difficulty breathing. At the time, no one knew the【C6】______of the outbreak. Some people even suspected terrorists might have【C7】______the germs as a biological weapon. But Robert Baker and his coworkers wondered if a rodent might be to【C8】______This biologist is a director at the Natural Science Research Laboratory at the Museum of Texas Tech University in Lubbock. Baker knew mice and rats can【C9】______viruses to humans. So he turned to the lab's stores of dried and frozen tissues for help. Those【C10】______included some collected decades earlier from New Mexico rodents. His team analyzed deer-mouse lung samples that had been【C11】______in a freezer since the 1980s. Some indeed【C12】______hantavirus. This showed the germ existed in New Mexico long38 the state's human outbreak developed. The finding suggested biological weaponry was not outbreak's source. Most【C14】______, it pointed to how people could limit infection with the 【C15】______virus: Keep deer-mice out of their garages and homes. Robert Bradley now works【C16】______the museum's curator of mammals. He says the episode taught him an important【C17】______Collections like the one he manages let scientists travel back in 【C18】______to answer important questions. "One hundred years from now,【C19】______knows the questions that will be asked?" But, he notes, if samples from the past are【C20】______. they can help future scientists answer their questions.

单选题Would you mind repeating what you said just now? I didn"t quite carry on.

单选题Whendidthedialogtakeplace?[A]At2:45.[B]At3:00.[C]At3:15.

单选题Questions 24-30 ·Look at the questions for this part. ·You will hear apassage about "A Little House in the Big Woods ". You will listen to it twice. ·For Questions 24-30, indicate which of the alternatives A, B, or C is the most appropriate response. ·Mark one letter A, B, or C on the Answer Sheet.

单选题There are certain occasions when you must ______ people who are in the middle of doing something.

单选题I argued ______ him for a long time, but he refused to listen to the reason.

单选题The farmers breed cattle and horses for market.

单选题Film has properties that set it apart from painting, sculpture, novels, and plays. It is also, in its most popular and powerful form, a storytelling medium that shares many elements with the short story and the novel. And since film presents its stories in dramatic form, it has even more in common with the stage play: both plays and movies act out or dramatize, show rather than tell, what happens. Unlike the novel, short story, or play, however, film is not handy to study; it cannot be effectively frozen on the printed page. The novel and short story are relatively easy to study because they are written to be read. The stage play is slightly more difficult to study because it is written to be performed. But plays are printed, and because they rely heavily on the spoken word, imaginative readers can conjure up at least a pale imitation of the experience they might have been watching a performance on stage. This cannot be said of the screenplay, for a film depends greatly on visual and other nonvisual elements that are not easily expressed in writing. The screenplay requires so much "filling in" by our imagination that we cannot really approximate the experience of a film by reading a screenplay, and reading a screenplay is worthwhile only if we have already seen the film. Thus, most screenplays are published not to read but rather to be remembered. Still, film should not be ignored because studying it requires extra effort. And the fact that we do not generally "read" films does not mean we should ignore the principles of literary or dramatic analysis when we see a film. Literature and films do share many elements and communicate many things in similar ways. Perceptive film analysis rests on the principles used in literary analysis, and if we apply what we have learned in the study of literature to our analysis of films, we will be far ahead of those who do not. Therefore, before we turn to the unique elements of film, we need to look into the elements that film shares with any good story. Dividing film into its various elements for analysis is a somewhat artificial process, for the elements of any art form never exist in isolation, it is impossible, for example, to isolate plot from character: events influence people, and people influence events; the two are always closely interwoven in any fictional, dramatic, or cinematic work. Nevertheless, the analytical method uses such a fragmenting technique for ease and convenience. But it does so with the assumption that we can study these elements in isolation without losing sight of their interdependence or their relationship to the whole.