问答题话题类别 社会类 考题文字： Some people think that young people should follow traditions of their society, while others think that young people should be free to behave as individuals. Discuss both sides and give your own opinion.

问答题WRITING TASK 1 You should spend about 20 minutes on this task. You and your family are on holiday abroad. You are staying in a hotel, but you are not satisfied with some aspects of the accommodation. Write a letter to the hotel manager. In your letter, you should introduce yourself explain what is wrong with the hotel room, and say what action you would like the hotel manager to take. Write at least 150 words. You do NOT need to write any addresses. Begin your letter as follows: Dear Sir or Madam, ...

问答题improve the use of land

问答题图表种类 Line Graph 图表instruction The line graph shows the change of average time spent on constructing a car in four different automobile factories between 1998 and 2005. Summarize the information by selecting and reporting the main features, and make comparisons where relevant. 图表要素回忆 关于Toyota, Honda等四家汽车生产商从1998到2005年生产一辆汽车所要花费的时间变化。

问答题As most people spend a major part of their adult life at work, job satisfaction is an important element of individual wellbeing. What factors contribute to job satisfaction? How realistic is the expectation of job satisfaction for all workers?

问答题建议do regular exercises

问答题The table below gives information about changes in modes of travel in England between 1985 and 2000. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Average distance in miles travelled per person per year, by mode of travel 1985 2000 Walking 255 237 Bicycle 51 41 Car 3,199 4,806 Local bus 429 274 Long distance bus 54 124 Train 289 366 Taxi 13 42 Other 450 585 All modes 4,740 6,475

问答题customer is not responsible for outside environment and outside windows

问答题Languages How many languages do you speak? How do you learn a new language? Do you think learning another language is important? Are you willing to learn a language if you have a chance?

问答题Describe a Job Describe your ideal job. You should say: What job it is. Where you want it to be. What the job will bring to you. And explain what you will do to get this job.

问答题A Japanese language course

问答题Listen to the conversation and complete the table below with only one word.

问答题邮编 GW432HA

问答题BDiscussion topic: Work Example questions:/B ·What kinds of jobs do you think will be the most popular in the future? ·Do you think that salary is related to the importance of the job? ·What other factors can influence the salary a person earns? ·What factors influence young people when they are deciding on their future jobs and careers? ·If you had your own business, what would it be and what kind of people would you employ?

问答题Title: Left or Right Handedness Question types： Matching; T/F/NG 大致内容 左撇子的问题。说好几个理论研究用的左手还是右手。第一个是配对题。A段说，某个人提出基因是决定的关键，但是对双胞胎twins的研究发现，twins即使基因相似，但是有的是左撇子有的不是；B段说，有个人发现，在妈妈肚子里的时候，宝宝就定下了是用左手还是右手，他们在肚子里的运动会影响他们大脑的发育。C段说，左右手是和左右脑的功能区分有关，和语言有关，左脑受损的人语言会有障碍，一开始大家都觉得没道理，不过后来越来越多的事实证明了。D段说有人提出之所以这么发展是因为早期的语言与动作相连，而左脑管gesture，又管语言，和右手就一起发育起来了。EF不选，G说左撇子擅长什么，右撇子擅长什么。TFNG的题目有：那个左脑的理论在当时被大家同意，F；女人比男人更多左撇子，NG；某某人的研究中的人左脑受过伤，NG。

问答题Passage2：经济和气候 climate and economy 世界上许多寒冷地区的国家经济条件比热带国家好，是不是真的？比如芬兰，但是也有特殊情况，热带国家新加坡的经济发展也很好。很多贫穷地区如何摆脱困境？把钱投在社会制度上？不是，二十投在农业发展等方面。 1.List of heading 2.填空题

问答题Passage 3 国际机构语言障碍培训方案 　　难度：高 　　主要题型：Matching, TFNG, 带选项Summary 　　大意：介绍大型国际机构语言障碍问题，并给出某机构的3种解决方案，包括使用母公司语言，同传，内部培训等等;最后补充其它机构的另一种方案。典型的问题解决类文章。出题逻辑按照3种主要解决方案进行分类。P-tag技术能够帮助考生进行宏观定位

问答题 Skill Way to solve the problem Understand the lecturer (11) 1 Decide what''s important Pay more attention to (12) 2 Remember the signals made by the lecturers (13) 3 (14) 4 Elect the words which (15) 5 Write only one point on each line Finding (16) 6to write the notes. Show the (17) 7 (18) 8 (19) 9 (20) 10 Skill Way to solve the problem Understand the lecturer (11) 11 Decide what''s important Pay more attention to (12) 12 Remember the signals made by the lecturers (13) 13 (14) 14 Elect the words which (15) 15 Write only one point on each line Finding (16) 16to write the notes. Show the (17) 17 (18) 18 (19) 19 (20) 20 Note-taking is a complex activity which requires a high level of ability in many separate skills. Today I''m going to analyze the four most important of these skills. Firstly, the student has to understand what the lecturer says as he says it. The student cannot stop the lecture in order to look up a new word or check an unfamiliar sentence pattern. This puts the non-native speaker of English under a particularly severe strain. Often — as we''ve already seen in a previous lecture — he may not be able to recognize words in speech which he understands straight away in print. He''ll also meet words in a lecture which are completely new to him. While he should, of course, try to develop the ability to infer their meaning from the context, he won''t always be able to do this successfully. He must not allow failure of this kind to discourage him however. It''s often possible to understand much of a lecture by concentrating solely on those points which are most important. But how does the student decide what''s important? This is in itself another skill he must try to develop. It is, in fact, the second of the four skills I want to talk about today. Probably the most important piece of information in a lecture is the title itself. If this is printed (or referred to) beforehand the student should study it carefully and make sure he''s in no doubt about its meaning. Whatever happens he should make sure that he writes it down accurately and completely. A title often implies many of the major points that will later be covered in the lecture itself. It should help the student therefore to decide what the main point of the lecture will be. A good lecturer, of course, often signals what''s important or unimportant. He may give direct signals or indirect signals. Many lecturers, for example, explicitly tell their audience that a point is important and that the student should write it down. Unfortunately, the lecturer who''s trying to establish a friendly relationship with his audience is likely on these occasions to employ a colloquial style. He might say such things as ''This is, of course, the crunch'' or ''Perhaps you''d like to get it down''. Although this will help the student who''s a native English-speaker, it may very well cause difficulty for the non-native English speaker. He''ll therefore have to make a big effort to get used to the various styles of his lecturers. Having sorted out the main points, however, the student still has to write them down. And he has to do this quickly and clearly. This is, in fact, the third basic skill he must learn to develop. In order to write at speed most students find it helps to abbreviate. They also try to select only those words which give maximum information. Writing only one point on each line also helps the student to understand his notes when he comes to read them later. An important difficulty is, of course, finding time to write the notes. If the student chooses the wrong moment to write he may miss a point of greater importance. Connecting words or connectives may guide him to a correct choice here. Those connectives which indicate that the argument is proceeding in the same direction also tell the listener that it''s safe time to write ''Moreover'', ''furthermore'', ''also'', etc. , are examples of this. Connectives such as ''however'', ''on the other hand'' or ''nevertheless'' usually mean that new and perhaps unexpected information is going to follow. Therefore, it may, on these occasions, be more appropriate to listen. The fourth skill that the student must develop is one that is frequently neglected. He must learn to show the connections between the various points he''s noted. This can often be done more effectively by a visual presentation than by a lengthy statement in words. Thus the use of spacing, underlining, and of conventional symbols plays an important part in efficient note-taking. Points should be numbered, too, wherever possible. In this way the student can see at a glance the framework of the lecture. Skill Way to solve the problem Understand the lecturer (11) 21 Decide what''s important Pay more attention to (12) 22 Remember the signals made by the lecturers (13) 23 (14) 24 Elect the words which (15) 25 Write only one point on each line Finding (16) 26to write the notes. Show the (17) 27 (18) 28 (19) 29 (20) 30 Skill Way to solve the problem Understand the lecturer (11) 31 Decide what''s important Pay more attention to (12) 32 Remember the signals made by the lecturers (13) 33 (14) 34 Elect the words which (15) 35 Write only one point on each line Finding (16) 36to write the notes. Show the (17) 37 (18) 38 (19) 39 (20) 40 Note-taking is a complex activity which requires a high level of ability in many separate skills. Today I''m going to analyze the four most important of these skills. Firstly, the student has to understand what the lecturer says as he says it. The student cannot stop the lecture in order to look up a new word or check an unfamiliar sentence pattern. This puts the non-native speaker of English under a particularly severe strain. Often — as we''ve already seen in a previous lecture — he may not be able to recognize words in speech which he understands straight away in print. He''ll also meet words in a lecture which are completely new to him. While he should, of course, try to develop the ability to infer their meaning from the context, he won''t always be able to do this successfully. He must not allow failure of this kind to discourage him however. It''s often possible to understand much of a lecture by concentrating solely on those points which are most important. But how does the student decide what''s important? This is in itself another skill he must try to develop. It is, in fact, the second of the four skills I want to talk about today. Probably the most important piece of information in a lecture is the title itself. If this is printed (or referred to) beforehand the student should study it carefully and make sure he''s in no doubt about its meaning. Whatever happens he should make sure that he writes it down accurately and completely. A title often implies many of the major points that will later be covered in the lecture itself. It should help the student therefore to decide what the main point of the lecture will be. A good lecturer, of course, often signals what''s important or unimportant. He may give direct signals or indirect signals. Many lecturers, for example, explicitly tell their audience that a point is important and that the student should write it down. Unfortunately, the lecturer who''s trying to establish a friendly relationship with his audience is likely on these occasions to employ a colloquial style. He might say such things as ''This is, of course, the crunch'' or ''Perhaps you''d like to get it down''. Although this will help the student who''s a native English-speaker, it may very well cause difficulty for the non-native English speaker. He''ll therefore have to make a big effort to get used to the various styles of his lecturers. Having sorted out the main points, however, the student still has to write them down. And he has to do this quickly and clearly. This is, in fact, the third basic skill he must learn to develop. In order to write at speed most students find it helps to abbreviate. They also try to select only those words which give maximum information. Writing only one point on each line also helps the student to understand his notes when he comes to read them later. An important difficulty is, of course, finding time to write the notes. If the student chooses the wrong moment to write he may miss a point of greater importance. Connecting words or connectives may guide him to a correct choice here. Those connectives which indicate that the argument is proceeding in the same direction also tell the listener that it''s safe time to write ''Moreover'', ''furthermore'', ''also'', etc. , are examples of this. Connectives such as ''however'', ''on the other hand'' or ''nevertheless'' usually mean that new and perhaps unexpected information is going to follow. Therefore, it may, on these occasions, be more appropriate to listen. The fourth skill that the student must develop is one that is frequently neglected. He must learn to show the connections between the various points he''s noted. This can often be done more effectively by a visual presentation than by a lengthy statement in words. Thus the use of spacing, underlining, and of conventional symbols plays an important part in efficient note-taking. Points should be numbered, too, wherever possible. In this way the student can see at a glance the framework of the lecture.