When you are going to listen to a passage, before listening, what should you do firstly?

A . many B . lot C . much

A . indications B . signs C . symbols D . symptom

A . run aground B . run grounded C . aground D . run grounding

A . could B . will have to C . must to D . might

A . Create a Subscription Management interface that will allow customers to modify their recipient lists. B . Create a custom Notification Services Content Formatter to send an e-mail message to customers when their survey results are available. C . Create a custom Notification Services Event Provider to send an e-mail message to customers when their survey results are available. D . Create a Notification Services custom delivery protocol to send an e-mail message to customers when their survey results are available. E . Create Notification Services Event rules to send an e-mail message to customers when their survey results are available.

A.we’re complete B.we’d complete C.we’ll complete D.we complete

Part B (10 points) You are going to read a text about e-mail, followed by a list of detail explanations or cited statements. Choose the best related ones from the list for each numbered subheading. There is an extra one which you do not need to use. (41) Extends Language Learning Time and Place: As many researchers have noted, e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mails, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e-mails from the comfort of their own room, from a public library or from a cyber-cafe, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language in a communicative context. (42) Provides a Context for Real-world Communication and Authentic Interaction: By connecting FL speakers outside of the classroom, e-mail also provides a context for communicating with other speakers in authentic communicative situations. Interaction via e-mail lends a feeling of reality to students' communicative efforts that may seem artificial in a classroom setting. This communicative interaction is much like spoken language because of its informal and interactive nature. Yet, unlike face-to-face communication, e-mail is in written form. and this can serve the language learner well. (43) Expands Topics Beyond Classroom-based Ones: Language teachers often have to follow a rigorous schedule in terms of content and/or grammatical topics to be presented and practiced in a semester or marking period. Large chunks of time can rarely be spared for free communication. (44) Promotes Student-centered Language Learning: In e-mail communication, FL learners can experience increased control over their own learning, since they can choose the topic and change the direction of the discussion. The end goal is to communicate with another person in the FL rather than to produce a mistake-free composition. (45) Encourages Equal Opportunity Participation: Beauvois (1997) reported that computer-mediated communication increased total class participation to 100%. Connects Speakers Quickly and Cheaply E-mail allows students to communicate with native speakers of the target language without the high cost of traveling a broad (Hedderich 1997; Roakes, 1998). Before the advent of the Internet, it was not possible to communicate so immediately and so frequently with native speakers or with other learners. A. Others have noted that students reticent to speak in face-to-face contexts are more willing to participate in the electronic context (Beauvois, 1995; Gonzalez-Bueno, 1998; Warschauer, 1995). B. Rankin (1997) notes that the additional interaction in the foreign language provides FL learners with more input than they would be able to expect from class time, which typically amounts to not more than four hours per week in most high school or college settings. C. E-mail allows for communication between students in a context where the teacher's role is no longer at the center (Patrikis, 1995). D. E-mail gives learners an additional context for discussion that can be—but does not necessarily have to be linked to topics being covered in class. E. Frequently it is difficult for students to engage in an activity in a foreign language class without preparation ahead of time. A pre-class e-mail assignment can take care of the groundwork and save valuable class time. Examples are given of ways in which the teacher might prepare students for writing, listening, and speaking activities. F. As Schwienkorst (1998) stressed, "The ma

W: Only two and a half. But it does seem longer. Q: What does the woman say about the report？ (18) A．It's the longest report she's ever written. B．She's only half way done with it. C．She'll finish it in two weeks. D．She has spent less time on it than the man thinks.

A A false sense of security B Remote destinations C Too risky for some D Holidays that don't quite work E New findings F Very little real danger G Too much routine H Second-hand experiences I Available to all Activity Holidays Whether it's bungee-jumping, climbing or sky-diving, we want to test ourselves on holiday. Peter Jones tries to find out why. Risk-taking for pleasure is on the increase. Adventure activities and "extreme" sports are becoming very popular and attracting everyone from the young and fit to people who, until recently, were more likely to prefer walking round museums at weekends. Grandmothers are white-water rafting, secretaries are bungee-jumping, and accountants are climbing cliffs. 【B1】__________ Well-planned summer expeditions to tropical locations are now fashionable for European university students. As they wander over ancient rocks or canoe past tiny villages, away from it all, it ]s quite possible to feel "in tune with nature", a real explorer or adventurer. 【B2】__________ A whole blanch of the travel industry is now developing around controlled risks. Ordinary trippers, too, are met off a plane, strapped into rafts or boats and are given the sort of adventure that they will remember for years. They pay their money and they trust their guides, and the wetter' they get the better. Later, they buy the photograph of themselves "risking all in the wild". 【B3】__________ But why the fashion for taking risks, real or simulated？ The point that most people make ix that city lie is tame, with little variety, and increasingly corrtroled. Physical exercise is usually restricted to aerobics in the gym on a Thursday, and a game of football or tennis in the park or a short walk at the weekend. 【B4】__________ Says Trish Malcolm, an independent tour operator: "People want a sense of immediate achievement and the social element of shared physical experience is also important.' Other operators say that people find the usual type of breaks-such as a week on the beach-Loo slow. They say that participation in risk sports is a reflection of the restlessness in people. They are always on the go in their lives and want to keep up the momentum on holiday. 【B5】__________ But psychologists think it's even deeper than this. Culturally, we are being separated from the physical, outside world. Recent research suggests that the average person spends less and less time out of doors per day. 【B6】__________ Nature and the great outdoors are mostly encountered through wildlife films or cinema, or seen rushing past the windows of a fast car. In a society where people are continually invited to watch rather than to participate, a two-hour ride down a wild and fast- flowing river can be incredibly exciting. 【B7】__________ One psychologist believes that it is all part of our need to corrtrol nature. Because we have developed the technology to make unsinkable boats, boots that can stop us getting frostbite or rackets that allow us to survive in extreme temperatures, we are beginning to believe that nothing will harm us and that we are protected from nature. That is until nature shows us her true power in the form. of a storm, flood or avalanche. 【B1】______

—When will you come to see me, Dd —I will go to see you when you __________ the trining course.—When will you come to see me, Dd —I will go to see you when you __________ the trining course.finish B．re finished C．will finish D．re finishing A．finish B．are finished C．will finish D．are finishing

此题为判断题(对，错)。

Then you place them in order of importance.The most important should be on top of the list.Once you are clear on your standards, you may get some idea of how your future boss operates by the way the interview is conducted.For example, did it start and finish on time？ How formal or informal was the room？ When the interview gets to the "Do you have any questions？" stage, you might like to ask some questions.With well-prepared questions, you can develop a very good idea of your future boss's management style. 36、Many people leave an organization because ______. A.the boss doesn't like the employees B.they don't like the boss C.the organization is not good D.the organization is not important 37、If you place your questions in order of importance, you ______. A.put the least important first B.put the longest question first C.put the most important last D.put the most important first 38、You can judge your future boss by the following EXCEPT ______. A.whether the interview started on time B.whether the interview room was formal C.whether the boss played funny jokes D.whether the interview finished on time 39、From this passage we get to know ______. A.the interviewee can ask any question to the interviewer B.the interviewer asks many difficult questions to the interviewee C.the interviewer asks questions first D.the interviewee asks questions first 40、The best title for this passage might be ______. A.How to Get Along with Your New Boss B.How to Ask Your New Boss Questions C.How to Select Your New Boss D.How to Prepare for Interview