When choosing a suit, look first for style, fit, and comfort; look second for fabric（）

Part B

Directions:

Read the following text and answer the questions by choosing the most suitable

subheading from the list A-G for each of the numbered paragraphs(41-45).There

are two extra subheadings which you do not need to use. Mark your answers on

the ANSWER SHEET.

A. Be present

B. Just say it

C. Ask for an opinion

D. Find the"me too"s

E. Name,places,things

F. skip the small talk

G. Pay a unique compliment

Five ways to make conversation with anyone

Conversations are links,which means when you have a conversation with a new person a link gets

formed and every conversation you have after that moment will strengthen the link.

You meet new people every day:the grocery worker,the cab driver,new people at work or the

security guard at the door.Simply starting a conversation with them will form. a link.

Here are five simple ways that you can make the fit move and start a conversation with strangers.

41.

Suppose you are in a room with someone you don’t know and something within you says “I want

to talk with this person”-this is something that mostly happens with all of us.You wanted to say

something-the first word-but it just won’t come out,it feels like it is stuck somewhere.l know the

feeling and here is my advice:just get it out.

Just think:what is the worst that could happen?They won’t talk with you?Well,they are not

talking withing with you now!

Itruly believe that once you get that first word out everything will just flow.

Itruly believe that once you get that first word out everything else will just flow.So keep it

simple"hi","hey"or"hello"-do the best you can to gather all of the enthusiasm and energy you

can,put on a big smile and sey"hi".

42.

It’s a problem all of us face; you have limited time with the person that you want to talk with and

you want to make this talk memorable.

Honestly,if we got stuck in the rut of “h”,”hello”,” how are your”and “what’s going on?”,you will

fail to give the initial jolt to the conversation that can make it so memorable.

So don’t be afraid to ask more personal questions.Twst me,you’ll be surprised to see how much

people are willing to share if you just ask.

43.

When you meet a person for the first time,make an effort to find the things which you and that

person have in common so that you can build the conversation from that point.When you start

conversation from there and then move outwards,you’ll find all of a sudden that the conversation

becomes a lot easier.

44.

Imagine you are pouring your heart out to someone and they are just busy on their phone,and if

you ask for their attention you get the response “I can multitask”.

So when someone tries to communicate with you,just be in that communication

wholeheartedly.Make eye contact.Trust me,eye contact is where all the magic happens.When you

make eye contact,you can feel the conversation.

45.

You all came into a conversation where you first met the person,but after some time you may have

met again and have forgotten their name.Isn’t that awkward! So,remember the little details of the

people you met or you talked with; perhaps the places they have been to.the places they want to

go,the things they like.the things they hate-whatever you talk about.

Vhen you remember such things you can automatically become investor in their well being.So

they feel a responsibility to you to keep that relationship going.

That’s it.Five amazing ways that you can make conversation with almost anyone.Every person is a

really good book to read ,or to have a conversation with!

Today the study of language in our schools is somewhat confusing. It is the most traditional of scholastic subjects being taught in a time when many of our traditions no longer fit our needs. You to whom these pages are addressed speak English and are therefore in a worse case than any other literate people.

People pondering the origin of language for the first time usually arrive at the conclusion that it developed gradually as a system of conventionalized grunts, hisses, and cries and must have been a very simple affair in the beginning. But when we observe the language behavior. of what we regard as primitive cultures, we find it strikingly elaborate and complicated. Srefansson, the explorer said that "in order to get along reasonably well an Eskimo must have at the tip of his tongue a vocabulary of more than 10,000 words, much larger than the active vocabulary of an average businessman who speaks English." Moreover these Eskimo words are far more highly inflected than those of any of the well-known European languages, for a single noun can be spoken or writ- ten in several hundred different forms, each having a precise meaning different from that of any other. The forms of the verbs are even more numerous. The Eskimo language is, therefore, one of the most difficult in the world to learn, with the result that almost no traders or explorers have even tried to, learn it. Consequently there has grown up, in intercourse between Eskimos and whites, a jargon similar to the pidgin English used in China, with a vocabulary of from 300 to 600 uninflected words, most of them derived from Eskimo but some derived from English, Danish, Spanish, Hawaiian and other languages. It is this jargon which is usually referred to by travelers as "the Eskimo language". And Professor Thalbitzer of Copenhagen, who did take the trouble to learn Eskimo, seems to endorse the explorer's view when he writes: "The language is polysynthetic". The grammar is extremely rich in flexional forms, the conjugations of a common verb being served by about 350 suffixes, equivalent to personal pronouns and verb endings. For the declension of a noun there are 150 suffixes (for dual and plural, local cases, and possessive flexion. Tim demonstrative pronouns have separate flex- ions. The derivative endings effective in the vocabulary and the construction of sentences-like words amount to at least 250. Notwithstanding all these constructive peculiarities, the grammatical and synthetic system is remarkably concise and, in its own way, logical.

Tile size of the Eskimo language spoken by most whites is ______.

A．spoken in England, Denmark, Spain, and Hawaii

B．less than the size of the language spoken by Eskimos

C．highly inflected

D．inestimable

Today the study of language in our schools is somewhat confusing. It is the most traditional of scholastic subjects being taught in a time when many of our traditions no longer fit our needs. You to whom these pages are addressed speak English and are therefore in a worse case than any other literate people.

People pondering the origin of language for the first time usually arrive at the conclusion that it developed gradually as a system of conventionalized grunts, hisses, and cries and must have been a very simple affair in the beginning. But when we observe the language behavior. of what we regard as primitive cultures, we find it strikingly elaborate and complicated. Srefansson, the explorer said that "in order to get along reasonably well an Eskimo must have at the tip of his tongue a vocabulary of more than 10,000 words, much larger than the active vocabulary of an average businessman who speaks English." Moreover these Eskimo words are far more highly inflected than those of any of the well-known European languages, for a single noun can be spoken or writ- ten in several hundred different forms, each having a precise meaning different from that of any other. The forms of the verbs are even more numerous. The Eskimo language is, therefore, one of the most difficult in the world to learn, with the result that almost no traders or explorers have even tried to, learn it. Consequently there has grown up, in intercourse between Eskimos and whites, a jargon similar to the pidgin English used in China, with a vocabulary of from 300 to 600 uninflected words, most of them derived from Eskimo but some derived from English, Danish, Spanish, Hawaiian and other languages. It is this jargon which is usually referred to by travelers as "the Eskimo language". And Professor Thalbitzer of Copenhagen, who did take the trouble to learn Eskimo, seems to endorse the explorer's view when he writes: "The language is polysynthetic". The grammar is extremely rich in flexional forms, the conjugations of a common verb being served by about 350 suffixes, equivalent to personal pronouns and verb endings. For the declension of a noun there are 150 suffixes (for dual and plural, local cases, and possessive flexion. Tim demonstrative pronouns have separate flex- ions. The derivative endings effective in the vocabulary and the construction of sentences-like words amount to at least 250. Notwithstanding all these constructive peculiarities, the grammatical and synthetic system is remarkably concise and, in its own way, logical.

Tile size of the Eskimo language spoken by most whites is ______.

A．spoken in England, Denmark, Spain, and Hawaii

B．less than the size of the language spoken by Eskimos

C．highly inflected

D．inestimable

Directions: Read the following passage carefully and then write a summary of it in English in about 120 words.

1. Europe was the first of the major world regions to develop a modern economy based on commercial agriculture and industrial development. Its successful modernization can be traced to the continent's rich endowment of economic resources, its history of innovations, the evolution of a skilled and educated labor force, and the interconnectedness of all its parts--both naturally existing and man-made--which facilitated the easy movement of massive quantities of raw materials and finished goods and the communication of ideas.

Europe's economic modernization began with a marked improvement in agriculture output in the 17th century, particularly in England. The traditional method of cultivation involved periodically allowing land to remain fallow; this gave way to continuous cropping on fields that were fertilized with manure nom animals raised as food for rapidly expanding urban markets. Greater wealth was ac- cumulated by landowners at the same time that fewer farmhands were needed to work the land. The accumulated capital and abundant cheap labor created by this revolution in agriculture fueled the development of the Industrial Revolution in the 18th century. The revolution began in northern England in the 1730s with the development of water-driven machinery to spin and weave wool and cotton. By mid-century James Watt had developed a practical steam engine that emancipated machinery from sites adjacent to waterfalls and rapids. Britain had been practically deforested by this time and the incessant demand for more fuel to run the engines led to the exploitation of coal as a major industry. Industries were built on the coalfields to minimize the cost of transporting coal over long distances. The increasingly surplus rural population flocked to the new manufacturing areas. Canals and other improvements in the transportation infrastructure were made in these regions, which made them attractive to other industries that were not necessarily dependent on coal and thus prompted development in adjacent regions

Industrialization outside of England began in the mid-19th century in Belgium and northeastern France and spread to Germany, The Netherlands southern Scandinavia and other areas in conjunction with the construction of railways. By the 1870s the governments of the European nations had recognized the vital importance of factory production and had taken steps to encourage local development through subsidies and tariff protection against foreign competition. Large areas, however, remained virtually untouched by modern industrial development, including most of the Iberian Peninsula southern Italy, and a broad belt of eastern Europe extending from the Balkans on the south to Finland and northern Scandinavia.

During the 20th century Europe has experienced periods of considerable economic growth and prosperity, and industrial development has proliferated much more widely throughout the continent: but continued economic development in Europe has been handicapped to a large degree by its multi- national character--which has spawned economic rivalries among states and two devastating World wars--as well as by the exhaustion of many of its resources and by increased economic, competition from overseas. Governmental protectionism, which has tended to restrict the potential market for a product to a single country, has deprived many industrial concerns of the efficiencies of large-scale production serving a mass market ( such as is found in the United States). In addition, enterprise efficiency has suffered from government support and from a lack of competition within a national market area. Within individual countries there have been growing tensions between regions that have prospered and those that have not. This core-periphery problem has been particularly acute in situations where the c

听力原文：MA Have you given much thought about saving for your retirement?

WB Well, I spoke to a financial planner last year. She helped me set up a retirement account and now I have money automatically deposited into it each month. It's pretty easy.

MA I'm just now talking to a financial planner. I think I'll wind up doing something similar to what you've done.

WB You really should. Like I said, it's easy, and it's automatic—the money is deducted right from your paycheck. It's a little shocking the first time you get your paycheck, and it's less than you normally get, but you get used to it fairly quickly. And the other side of it is that the retirement fund grows quickly too.

What are the speakers mainly discussing?

A．Paying bills

B．Choosing a bank

C．Planning for retirement

D．Changes to the payroll system

Summerhill began as an experimental school, It is no longer such; it is now a demonstration school, for it demonstrates that freedom works.

When my first wife and I began the school, we had one main idea: to make the school fit the child-instead of making the child fit the school. I had this idea because I had taught in ordinary schools for many years. I knew the other way well. I knew it was all wrong. It was wrong because it was based on an adult conception of what a child should be and of how a child should learn. The other way dated from the days when psychology was still and unknown science.

Well, we set out to make a school in which we should allow children freedom to be themselves. In order to do this, we had to renounce all discipline, all direction, all suggestion, all moral training, all religious instruction. We have been called brave, but it did not require courage. All it required was what we had-a complete belief in the child as a good, not an evil, being. For almost forty years, this belief in the goodness of the child has never wavered; it rather has become a final faith.

My view is that a child is innately wise and realistic. If left to himself without adult suggestion of any kind, he will develop as far as he is capable of developing. But, what is Summerhill like? Well, for one thing, lessons are optional. Children can go to them to stay away from them-for years if they want to. There is a timetable-but only for the teachers.

The children have classes usually according to their age, but sometimes according to their interests. We have no new methods of teaching, because we do not consider that teaching in itself matters very much. Whether a school has or has not a special method for teaching long division is of no significance, for long division is of no importance except to those who want to learn it. And the child who wants to learn long division will learn it no matter how taught.

Children who come to Summerhill as kindergarteners attend lessons from the beginning of their stay; but pupil from other schools vow that they will never attend any beastly lessons again at any time. They play and cycle and get in people's way, but they fight shy of lessons. This sometimes goes on for months. They recovery time is proportionate to the hatred their last school gave them. Our record case was a girl from a convent. She loafed for three years. The average period of recovery from lesson aversion is three mouths.

Summerhill is probably the happiest school in the world. We have no truants and seldom a case of homesickness. We very rarely have fights-quarrels, of course. I have seldom seen a stand-up fight like the ones we used to have as boys. I seldom hear a child cry, because children when free have much less hate to express than children who are downtrodden. Hate breeds hate, and love breads love. Love means approving of children, and that is essential in any school. You can't be on the side of children if you punish them and storm at them. Summerhill is a school in which the child knows what he is approved of.

According to the passage, Summerhill places more emphasis on______.

A．improving the teaching method.

B．physical activities than on mental training.

C．instilling confidence in the child.

D．freeing the child from heavy burden of lessons.

PART C

Directions: You will hear three dialogues or monologues. Before listening to each one, you will have 5 seconds to read each of the questions which accompany it. While listening, answer each question by choosing A, B, C or D. After listening, you will have 10 seconds to check your answer to each question. You will hear each piece ONLY ONCE.

听力原文：M: Hey. Have you ever heard of Oscars, or Academy Awards?

W: Well, I should say I've done more than hearing of it. I know it quite well. Academy Awards or Oscars, are given every year in the United States by the Academy of Motion Picture Arts and Sciences for excellence in the creation and production of motion pictures. First presented in 1929, Oscars are among the film industry's most desired prizes.

M: That seems very interesting. I wonder whether you know the principal categories for Academy Awards winners.

W: They include Best Picture, Best Director, Best Actor, Best Actress, Best Supporting Actor, Best Supporting Actress, Best Foreign Language Film, Best Special Effect, Best Sound, Best Musical Score, etc.

M: Oh, it seems quite inclusive.

W: But not many can get one during the whole life. And for most award categories, a maxi mum of five entrants are first nominated by the academy members who are in that particular field. That is, actors select actors, directors select directors and so on. From among these nominees, all academy members select the winners by secret ballot. The winners are publicly announced at a formal ceremony each spring.

M: Yeah. That's really competitive, but what will each winner get? A certain amount of bonus?

W: No. Actually, a gold plated bronze human figure created by American sculptor George Stanley will be awarded to each winner.

M: Oh, I see. Thank you for your explanation. How do you manage to know all these?

W: Well, last semester I took a course in the history of films.

Who will select the Best Actress winner in Academy Awards?

A．Learned film producers.

B．Established directors.

C．Enthusiastic audiences.

D．Academy members.