【填空题】Gap-filling Directions: Fill in the blanks...

Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the

A few years ago it was【B1】______ to speak of a generation gap，a division between young people and their elders．Parents【B2______ that children did not show them proper respect and【B3】______ ，while children complained that their parents did not understand them at all．What had gone wrong? Why had the generation gap suddenly appeared?【B4】 ______ ，the generation gap has been around for a long time．Many【B5】______ argue that it is built into the fabric of our society．

One important cause of the generation gap is the【B6】______ when young people have to choose their own life-styles．In more 【B7】______ societies，when children grow up，they fire expected to live in the same area as their parents，to marry people that their parents know and【B8】______ of，and often to continue the family occupation．In our society，young people often travel great distances for their educations，move out of the family home at an early age，marry or live with【B9】______________________________ ．

In our upwardly mobile society，parents often expect their children to do better than they did： to find better jobs，to make more money，and to do all the things that they were unable to do．Often，however，【B10】_______________________________ .Often，they discover that they have very little in common with each other．

Finally, the speed at which changes take place in our society is another cause of the gap between the generations. In a traditional culture,【B11】______________________________________ .

【B1】

Directions: In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the

A few years ago it was fashionable to speak of a generation gap, a division between young people and their elders. Parents【B1】______ that children did not show them proper respect and【B2】______ , while children complained that their parents did not understand them at all. What had gone wrong? Why had the generation gap suddenly appeared?【B3】______ , the generation gap has been around for a long time. Many critics【B4】______ that it is built into the fabric of our society.

One important cause of the generation gap is the【B5】______ that young people have to choose their own life-styles. In more【B6】______ societies, when children grow up, they are expected to live in the same area as their parents, to marry people that their parents know and【B7】______ of, and often to continue the family【B8】______ . In our society, young people often travel great distances for their educations, move out of the family home at an early age,【B9】______ .

In our upwardly mobile society, parents often expect their children to do better than they did: to find better jobs, to make more money, and to do all the things that they were unable to do. Often, however,【B10】______ . Often, they discover that they have very little in common with each other.

Finally, the speed at which changes take place in our society is another cause of the gap between the generations. In a traditional culture,【B11】______ .

【B1】

【填空题】System software includes the （1） system and system （2）. Operating systems are （3） that manage the system resources and enable you to run （4） programs. System utilities are special programs that （5） the usefulness of or add capabilities to a computer. Operating system can be found on most （6）. It is a collection of program （7） that controls and manages the system’s hardware as well as （8） resources, thus enabling you to run application programs. Since the operating system serves as an （9） bridging the gap between hardware and application software, it makes your machine easier to use and ensures better performance of your （10） system as well.

&8226;Choose the best sentence from below the passage to fill each of the blanks.

&8226;For each gap (8-12), mark one letter (A-G) on your Answer Sheet.

&8226;Do not use arty letter more than once.

Advice on Staff Career Development

For many employees, automatic promotion up the ranks of a company is becoming increasingly rare. A new study suggests that, in response, employers need to consider how they can help staff develop their careers.

Employers need to rethink their approach to career management completely, according to the latest research by the Institute of Employment Studies. The new study finds that in fact there is little opportunity for individual career development in many large organizations. The main reasons for this, it concludes, are the recent cuts in the number of middle-management posts, and the changes that have taken place in the responsibilities of personnel departments. The Institute of Employment Studies makes it clear that it is not good practice for companies to hand over career development-to individual employees and then simply leave them to get on with it. (8)

So how should employers help their staff develop a career? Most employees have come to accept that career development is not always the same thing as upward promotion and a higher salary. (9) They must also ensure that these opportunities are extended to all their staff and not just to selected individuals.

Nick Bridges, who is Director of Human Resources Policy at the Bank of Eastern England, believes there is more talk than action in this area. (10) One way, he believes, for companies to show how serious they are about individual learning is lo make it an official part of company practice, as the Bank of Eastern England has done. (11) This document, he points out, has made the role of managers clear, and the company has also invested huge amounts of money educating managers so that they can then train their staff.

Another company, British Chemicals. has contracted an independent organization to help staff with confidential career advice. According to John rates, the head of Individual Learning and Development at British Chemicals. there is an important role for outside agencies to play in the career management process. He adds that it is company policy for managers to give all staff 'roadmaps' which show possible career routes within the company structure. (12) This has worked especially well. he says, for staff who are used to depending on their line managers for guidance.

Many large organizations now recognize that career development cannot be regarded in isolation, and must be part of an overall business strategy. Human Resources has a real role to play in building a strong workforce which meets a company's long-term business needs and makes it more competitive.

A. Its policy statement says that by 2006, eighty percent of its stall' will have a professional qualification.

B. He argues that while Human Resources managers are saying the way forward is through self-managed learning and self-development, they are still failing to provide adequate learning resources.

C. This change of attitude means employers need to place more emphasis on giving staff the chance to develop a range of skills through horizontal job moves.

D. It points out that employees need to know what the overall company's vision is in order to achieve it.

E. The problem that often arises is that, while they are increasingly encouraged to manage their own careers, they arc not provided with the knowledge and training to do this.

F. They are able to sec that, contrary to expectations, jobs in different fields are similar

Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.

听力原文： Australian

Good morning, everybody. Today my topic is about the Australians.

There are two common set images of the Australian male. The first is the naive and Neanderthal male -- great for a beer and a laugh. The other is the tough adventurer -- a businessman who conceals the dorsal fin of a shark under a grey suit. This entrepreneur-type figure is a firm sports enthusiast and takes well to putting Australia on the global map. Good examples are media giant Rupert Murdoch, and Alan Bond, who brought the America Cup to Australia.

In general, Australians are not pretentious by nature. They have a casual, drop-in approach when socializing and working. It is perfectly normal for Australians to refer to each other on first-name basis. And if you can't remember someone's first name, "mate" is usually appropriate, even if talking to a woman. A typical Australian speaks his mind, and is known to tell you straight if there is something he/she dislikes. When taking a taxi in Australia, don't be surprised -- it is usual for the passenger to sit in the front seat and have a chat with the driver.

As in most cultures, men tend to get together to relax. This means drinking in pubs, going to the footy (Australian rugby), and hanging loose away from the prying eyes of their wives and children. While it is not the rule. one who spends enough time in Australia will get a peek of these characteristics.

The typical Australian party is said to separate men to one side of the room around the beer keg, and women to the other. Like the men, the women tend to be hugely self-reliant and tough. The modem Australian woman may lag behind her male counterparts in terms of average pay and status, but she has managed to enter traditionally male-dominated fields, like law, business, and polities.

It is usual business etiquette for men to shake hands with men and women upon meeting and departing, but women usually do not shake hands with other women. A firm handshake and eye contact is important especially during the first meeting. With very god friends, males pat each other on the shoulder, women kiss one another, and sometimes good male and female friends kiss in greeting. A kiss or a hug is highly inappropriate during the first meeting.

From a distance, greet a friend or acquaintance with a wave. Listen for "Good day?" (pronounced g' day, or g' die), which is the usual greeting. Expect first names to be used frequently, but wait till you are invited to use them.

If you are invited to a party, expect the host or hostess to introduce you to each person. When invited to have a business meal, it is customary for the person who issued the invitation to pick up the tab for the meal. It is common to exchange business cards, and it is normally presented with the right hand. Unlike in Asia, it is perfectly normal to present it with one hand.

It is uncommon to bring gifts during a first meeting, but an invitation for a cup of coffee or a drink is popular. Expect to do business over drinks, and be sure to buy your round of drinks. Don't, however, discuss business during such an occasion, unless the Australian brings it up first. Locals value recreation and their free time.

Men should never wink at women. It is considered improper. Always be modest about blowing your own horn and achievements. Australian

Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.

听力原文： Non-native speakers of English, like their native counterparts, usually find that the opportunity to participate in group discussions is one of the most valuable aspects in their whole academic programme. But in order to obtain full value from this type of activity the student must be proficient in asking questions. If he isn't, then any attempt to resolve his difficulties may lead to further confusion, if not considerable embarrassment.

Some students who are not fluent in the language find that in the early stages of their course there are frequent breakdowns in communication. There are? of course, many possible explanations for this. The student may not have a sufficient command over the grammar and vocabulary of English to enable him to express himself clearly. He may, on the other hand, have a poor pronunciation. Factors such as these, of course, require urgent and persistent attention on the part of the student. But a very frequent cause of misunderstanding in discussion sessions and one which can much more easily be put right, is the teacher's uncertainty whether his student has, in fact, asked a question at all. What often happens is as follows. The student, puzzled about a particular point, decides to ask a question. As so often happens when under pressure, he tends to concentrate most of his attention on the subject matter and he pays practical[y no attention to the language. Consequently he fails to employ the correct question form. For example, he may use a statement form. instead. The result is predictable. The teacher interprets the intended question as a comment. He then either agrees or disagrees with it, or he continues with what he was saying before.

However, even when the student does employ an appropriate question form, difficulties may still arise. The teacher may not know, for example, what the source of the student's difficulty is. The basic difficulty may, in fact, be one of the several different types. It may lie in the student's limited aural perception, in other words, the student may not have clearly heard what was said; or it may lie in his insufficient linguistic knowledge, that is to say, he may not have understood the English that his teacher employed; or alternatively, it may lie in his lack of knowledge of the subject matter itself, i.e. he may not have worked out the meaning of a point in relation to the special subject. Each type of difficulty requires a different kind of question If the student, for example, does not clearly specify that his difficulty is that he did not quite catch what was said, then the teacher is quite likely to give an explanation in terms of the subject matter. All what is really necessary in such cases is a simple repetition of the original statement.

Next, a student must ensure that his teacher is clear about exactly which point he is referring to. To put it in another way, the question must be specific. In order to be absolutely precise, it is a good idea if students preface their questions with an introductory statement. They might say, for example, something like the following: "I don't understand the point you made at the beginning of the discussion about cost inflation. Could you explain it again please?" The teacher is always in a position to give a satisfactory answer to this form. of question without any waste of time. He knows what type of difficulty the student has--one of subject matter. He knows where the difficulty occurs--at the beginnin

Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.

听力原文： Problems of the Computer Age

Is there a dark side to the computer revolution? Do computers threaten the health of our society?

It certainly doesn't seem that way of the surface. You don't expect your home computer to turn its game gun on you. And how can a machine whose chief advantages are speed and efficiency do a threat to our society?

The truth of the matter, however, is that any new technology—computers included—has a "dark" side.

Look at the internal combustion engine, for example. Development of the engine led to cars and trucks and these vehicles changed the way people lived. Millions of Americans found jobs in the automobile industry, in the steel industry or construction companies building new highways.

But the automobile age also brought problems along with it. Cars are deadly weapons in the hands of poor drivers. Their exhaust gases pollute the air, and as gas consumers they can make a nation dependent on foreign oil.

The dark side of the internal combustion engine doesn't mean we should abandon cars and trucks, of course. It does mean that we have had to find ways to deal with the problems these vehicles cause. Laws were passed to reduce pollution from car exhaust fumes, and to require safety features in cars. And manufacturers responded to our dependency on foreign oil by making cars more efficient.

The problems posed by the computer revolution are quite different, of course. One similarity, however, is that computers will change the way the nation works, much as the automobile did.

Many assembly line jobs, for examples will be taken over by robots and computer-controlled machinery. Since many of these jobs are boring and even dangerous, that seems like a step in the right direction. But it's a big worry to the people whose jobs are threatened.

One solution to this problem has been developed in Japan, where manufacturers rely more on robots than American compa nies do. In Japan, employees replaced by robots are given other jobs in the same company.

Quite a different problems but one that is causing growing concerns is that computers may violate people's privacy. This problem was recently discussed by many people.

The lawmakers were talking about "computer matching".With computer matchings, government agencies hope to be able to track down criminals, and stop waste. How? By sharing information about us that they have gathered and stored in their agen cies' computers.

Should every government agency have access to the computer fries of every other government agency?

Almost everyone agrees that the answer is a resounding "No!"

But almost everyone also agrees that there are eases where computer matching SHOULD be allowed—for example, when tracking down dangerous criminals. How to regulate computer matching so that it does not violate everyone's right to privacy is a problem. Yet another problem is computer crime. Clever criminals are finding ways to break computer codes and transfer millions of dollars to their accounts. Last year the Wells Fargo Bank lost more than ＄20 million in this way. Nationwide, the total may have exceeded ＄100 million.

The list could go on. But if we want computers to work FOR us, we'll have to find ways to keep people from using computers against us.

Problems of the Co

Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.

听力原文： The History of American Indians

Today I am going to speak about American Indians. when Europeans discovered the western hemisphere they discovered a race of people unlike any they had known. Columbus called them Indians because he thought that he had reached the East Indies. He took a few of them back to Spain with him to exhibit at the royal court. It was as if the first Americans to land on the moon had discovered a race of moon men and had brought some of them back to earth to show its residents and others. We can imagine the excitement if the moon men were scheduled to visit the campus of our university.

Although Indians, or red men, as they came to be called also, were widely distributed in North, Central and South America when Europeans first arrived, I shall be concerned in this talk mostly with those in the region that is now the United States. I shall have something to say about their origin and early history, the consequences for them of European settlement in the New World, the part they have played in the history of the United States, and their number, distribution and condition today.

Where did the Indians come from? How did they get to America? When did they come? How many were living in what is now the United States when Europeans made their first contacts? None of these questions can be answered as clearly as we would wish, but many scholars have dealt with them and we can find tentative answers. Most scholars believe that the homeland of the Indians was Eastern Asia and they migrated to North America along a land bridge from Siberia to Alaska.

The migrations may have begun 25 000 years ago, or even before that. They probably went on for a very long time, and the Indians gradually scattered over vast areas. Thus when Europeans arrived, the Indians were very old residents, living in many regions. Perhaps a million were living in the area of the United States when the white men came. In all of New England, where the pilgrims began their settlement in 1620, there were then probably fewer than 20 000 Indians.

The Indians were a diverse people. They lived in hundreds of tribes: They spoke many languages. They lived under many different conditions. They gained their living in different ways. Some Indians did considerable fanning; others did none at all. Some developed a way of life that depended on the buffalo that ranged the prairies and plains by the millions; others never saw a buffalo. Their dwellings were different. Indians of the northeast who lived in wigwams made of trees and barks would have been surprised to see the buffalo-skin teepees on the plains, or the cliff dwellings of the southwest. Tribal wars were carded on long before the coming of the white men. Every tribe lived close to nature and adapted to it, had its own myths, ceremonies and religious beliefs.

Then came the white men. The white men had many things that the red men soon developed a desire for, ornaments, knives, guns, utensils, blankets, cloth, horse, whiskey. The red men had what the white men wanted, land, furs, and military power. Some white men both in the colonies and in Europe believed that it was the duty of Christians to bring Christianity to the Indians. It was thus inevitable that there should be many contacts between the two races.

These contacts had tremendous consequences for the Indians. Guns revolutionized their hunting and warfare. W

Directions: In this section you sill hear a mini-lecture. You will hear the lecture ONCE ONLY. While listening, take notes on the important points. Your notes will not be marked, but you will need them to complete a gap-filling task after the mini-lecture. When the lecture is over, you will be given two minutes to check your notes, and another ten minutes to complete the gap-filling task on ANSWER SHEET ONE. Use the blank sheet for note-taking.

听力原文： Techniques for Group Discussion

Like writing, discussion is a learned activity. Learning how to participate in group discussion could be one of the most important skills you can acquire in college. It will be an asset in nearly every course and make youngsters prepared for a professional career. To be adept at any kind of serious group discussion you must develop a variety of skills-in speaking, listening, thinking, and reading. The following will help you improve your discussion techniques:

1. Be willing to speak in public. Good discussion depends on the lively participation of all group members, not (as so often happens)on the participation of a vocal few. Many students, however, do not join discussions because they are afraid to speak extemporaneously in a group. This fear is quite common--so common, in fact, that according to a leading communication consultant, Michael T. Motley, psychological surveys "show that what Americans fear most--more than snakes, heights, disease, financial problems, or even death--is speaking before a group." To take an active role in your education you must learn to overcome "speech anxiety." Professor Motley offers the following advice to those who are terrified of speaking before a group: Stop thinking of public speaking as a performance and start thinking of it as communication. He believes that people choke up or feel butterflies in their stomachs when starting to speak because they worry more about how people will respond than about what they themselves have to

say. "Most audiences," he reminds us, "are more interested in hearing what we have to say than in evaluating our speech skills."

2. Be willing to listen. No one can participate in group discussion who doesn't listen attentively. Attentive listening, however, is not passive hearing, the sort of one-way receptivity we habitually experience when we tune in to our radios, cassette players, and television sets. A good listener knows it is important not only to attend closely to what someone is saying but to understand why he or she is saying it. Attentive listening also requires that we understand a statement's connection to previous statements and its relation to the discussion as a whole. Perhaps the most valuable result of attentive listening is that it leads to the one element that open and lively group discussion depends on: good questions. An expert on group dynamics claims that most ineffective discussions "are characterized by a large number of answers looking for questions." When the interesting questions start popping up, group discussion has truly begun.

3. Be willing to examine all sides of a topic. Good discussion techniques require that we be patient with complexity. Difficult problems rarely have obvious solutions that can be conveniently summarized in popular slogans. Complex topics are multifaceted; they demand to be turned over in our minds so that we can see them from a variety of angles. Group discussion, because it provokes a number of divergent viewpoints, is an excellent way to broaden our perspectives and deepen our insight into complex ideas and issues.

4. Be willing to suspend judgment. Class discussion is best conducted in an open minded and tolerant spirit. To explore ideas and issues in a free and open manner, you will need to develop a recepti