单选题______ is the largest city in Scotland. A. Cardiff B. Edinburgh C. Glasgow D. Manchester

单选题I'm ______ whether or not to go to Greece for the summer.

单选题WhenisBBC'sOverseasStudentsatBritishUniversitiesonaireveryday?A.6:30AM.B.8:30GMT.C.18:30GreenwichMeanTime.

单选题I can"t agree with my Mum. I think that such an old-fashioned dress can"t cost a ______. She says 100 pounds is a real ______.

单选题Interview One

单选题How can Mark speak Russian now?

单选题Whatmightcausedamagetoanunderwatermaglevtrains?

单选题In this section, yon will hear five short conversations. Each conversation will be read only once. At the end of each conversation, there will be a twenty-second pause. During the pause, read the question and the three choices marked A, B and C, and decide which is the best answer. Then mark the corresponding letter on the answer sheet with a single line through the centre.

单选题Flora: Billy, would you like to join our ride-sharing group to and from work? Billy: Why not? It'll save me some money, and the company would welcome it. Flora: ______. Billy: I'll be waiting, and thanks. A. Well, let me know why you gave me a call. B. We'll pick you up tomorrow morning at your place at seven. C. I'll be back later today to find out your decision. D. Come by later and I'll show you which are the best trains to take.

单选题He has had ________ many falls ________ he’s black and blue all over.

单选题Most of the practical work of the government is done by ______. A. the Prime Minister B. the Cabinet ministers C. the civil servants D. the heads of departments

单选题It wasn’t until recently, when we celebrated a family birthday with my parents at a fancy restaurant, _____ I found out that in some cultures it’s considered rude to lick your plate.

单选题What is a symptom of multiple sclerosis?

单选题These circumstances were far from being ordinary and Smith had a ______ reason for being here personally. A. twofold B. couple C. bilateral D. doubling

单选题—I"d like to fix an appointment with the principal. Would ten o"clock tomorrow morning be all right? —______. —Could I see him some time in the afternoon? —Sorry again, but I"ll ring you if somebody cancels.

单选题{{B}}Section C{{/B}} This section consists of one passage followed by five questions. Read the passage carefully, and then answer each of the questions in a maximum of 10 words. Remember to write the answers on the answer sheet. Questions 56 to 60 are based on the following passage. Historically, dictionaries have been thought of as dull and mechanical which is perhaps why many teachers are reluctant to exploit them in their classes. But these books have come a long way in recent years. This passage is about how learner's dictionaries can be a stimulating source of activities. You know that guilty feeling--your students could really benefit from the excellent learner's dictionaries now available, but somehow you can't find the time to check on their reference skills. I can't count the number of times teachers have said to me, "In theory, we do dictionary skills lessons every term, but actually it often seems to go by the board. " Perhaps that's partly because dictionary activities used to be rather dull and mechanical. So did the dictionaries. In the old days, they were impenetrable books, full of complicated definitions and rather artificial, made-up examples, which didn't really help the student find out what the word meant or when and how it should be used. It's no wonder that language learners were less than enthusiastic about dictionary work. But things have come long way since then. Dictionaries themselves have become much more user-friendly and accessible, and, as a result, they are more powerful and valuable as teaching and learning tools. The once difficult definitions have been replaced by easy-to-understand word explanations, which are written in limited defining vocabularies. Headwords are often accompanied by useful information, such as details about frequency and the examples of words usage are typically authentic and illustrative. A similar revolution has taken place with dictionary activities. In the past, workbooks and worksheets concentrated on the mechanics of dictionary use, rather than focusing on the user. The emphasis was on explaining conventions, and on working through the various parts of an entry. Today, the new generation of dictionary workbooks show how dictionaries can be used to help students improve their reading comprehension, and, in some cases, their writing as well. Let's look at receptive uses of a dictionary first. This is how dictionaries are normally used--to look up the meaning of a word that is either not known at all or not fully understood. One way of making dictionary activities more realistic and stimulating has been achieved by embedding dictionary, activities in text-based work, thereby replicating the way a student would normally use a dictionary, that is, to work from text to dictionary. This enables the classroom teacher to use texts for a variety of purposes: as practice for student has understood the meaning and that they know about basics such as alphabetical order and so on. It's important that students know how to deal with multi-sense words in English. As teachers, we are all familiar with the very. odd written work that results from students looking up each and every word in a passage, and quite often producing paraphrases that indicate that the student has selected the wrong sense of a word. Viewing the word in context helps the student fully understand the word or the meaning instead of trying to decode the word in isolation. The activity on this page can be used with any multi-sense words found in any text. It's very easy to create other exercises like this yourself. Naturally, the words you choose must be presented in a definite context, and they must have multiple meanings. Dictionary workbooks increasingly include exercises that help students improve their writing skills. Moreover, these are often of the best activities of the lot. Cartoons, crosswords, snakes and ladders, and advertisements have all been used to create interesting and lively activities, aimed at improving students' writing skills. Some common ones are: choosing the right word, using gap-fill, and that old faithful, multiple choice; using a phrase rather than a single word, for example, look up to someone--instead of the easier, but less natural word admire; manipulating phrasal verbs and other grammar problems; taking care not to make common mistakes, like using an article with uncountable nouns, the crime instead of just crime, for example. Dictionary workbooks now also include group work so as to provide activities that are ideal for classroom use, for example, using dictionaries to find words that describe your partner. To sum up, dictionary activities have evolved to take advantage of the increased richness of dictionaries. Today, they can be used to train learners to fully exploit them as a key resource, both in class and for self-access. Learner training can now encompass training in dictionary skills in order to further learner independence. Questions

单选题______ serves as the headquarters of the United States Department of Defense. As one of the world"s largest office buildings, it houses a daily working population of approximately 24,000 employees, both military and civilian.

单选题The new CEO asked that all inter-office communications ________ in writing rather than in person , _________ possible.

单选题-I"m going to try and do a German course this year. -Oh. really? ______ I won"t see as much of you if you do.