({B)}Background Information({/B)} Culture diversity in the workplace is a worldwide concept that continues to evolve as more industries move into the global market. Most people try and hold the belief that all people are of equal stature and deserve all of the same opportunities invariant of their race, age, gender, disability, religion or sexual preference. This concept which is becoming multi-faceted is leading to changes in the American workforce, creating equal privileges and opportunities for every human being. The idea of diversity in the workplace is the business reaction to sociological changes and pressure from social rights groups. In creating a diverse work setting there must be an atmosphere where all employees feel that they are valued by and contributing to an organization. ({B)}Cultural Diversity―IBM Style({/B)} Cultural diversity initiatives can provide organizations with a number of benefits, however there are a number of variables that can impact upon the success of such initiatives. Kylie Nicolson looks at the history of cultural diversity within IBM Australia, examines the business case for establishing diversity strategies and shares some of the initiatives employed by IBM. It’s tempting for organizations in Australia to assume that employee communities generally reflect multicultural Australia. Certainly the experiences at IBM Australia during the past few years have taught me the value of reality-checking assumptions about what it means to be a culturally diverse organization. Formal statements relating to diversity at IBM can be found as far back as 1953 by the then CEO Thomas J Watson, who said: "It is the policy of IBM to hire people who have the personality, talent and background necessary to fill a given job, regardless of race, color or creed." More recently, in 2001, IBM Australia’s bi-annual employee opinion survey included questions to enable us to better understand how different ethnicities within the corporate culture of the company. The study findings presented some variation between ethnic groups in individual levels of satisfaction with particular variables. Cultural issues did make an impact on how staff felt about IBM, especially where differences impeded clear communication, for example, between a line manager and staff member. The decision to develop a strategy for cultural awareness and acceptance within IBM Australia was driven by corporate values, legal requirements and the business case. IBM’s thinking on cultural diversity did not develop in a vacuum. It is a long-held view that by valuing diversity, IBM uncovers new perspectives taps different knowledge and experience and generates innovative ideas, suggestions and methods. Making the business case for diversity IBM’s employee opinion survey(EOS)provided the hard data to substantiate the business case for cultural diversity. Modem organizations face a skills quandary. On the one hand, their workforce is ageing and skilled workers are in increasingly short supply, while the demands of clients driven by globalization and advanced technologies are becoming more complex. So any organization that fails to maximize opportunities for all employees will fall into a talent gap and miss business opportunities. Part of the business case was about retention, particularly retaining people with languages other than English as their first language. Such employees are crucial to IBM’s ability to serve its international clients. For example, an IBM Information Technology helpdesk, based in Brisbane, mainly deals with Japanese clients. Another case reflected the global business market in which IBM operates. Employees must recognize and act on global opportunities. They must be able to operate effectively in a variety of cultural and business environments, whether traveling overseas or operating at home. Making cultural diversity part of IBM Australia "s DNA Our most effective diversity programs combine "push and pull" strategies. We’ve made good top down practices such as formalized training or policies like floating cultural holidays(exchanging an Australian public holiday for another significant cultural holiday). However the truly great progress has come about through the momentum generated by individuals who are passionate about diversity issues and truly want to make it happen. Aside from IBM’s diversity team within human resources, three other groups within IBM have formally identified roles in the implementation of the company’s overall diversity strategy. These are IBM’s Diversity Council, diversity contact officers and diversity champions. The Diversity Council IBM’s Diversity Council, chaired by our CEO Philip Bullock, ensures that IBM visibly encourages and values the contributions and differences of employees from various backgrounds. Its key objectives are to heighten employee awareness, increase management awareness, and encourage the effective use of IBM’s diverse workforce. It does so through key initiatives such as developing attraction and recruiting strategies along with retention and awareness strategies(which includes the education of managers and employees). Once the business case for cultural diversity was established, it became a focus for the council and IBM’s HR director, Robert Orth. In this capacity, Orth works with a team of senior IBM managers who champion particular diversity programs within IBM. This is achieved through personal commitment, regular communication, by gaining support for the program from other IBM managers and influencing decision making that may impact on the program. Under the guidance of the Diversity Council, a series of cultural diversity employee roundtables have been held to gather more face-to-face feedback and ideas from staff. These meetings have generated many practical ideas for increasing awareness of cultural diversity within IBM, such as the suggestion for a cross cultural communication course. Others, such as a networking and cultural evening with the Vietnamese community in Brisbane, were one-off events. Diversity contact officers Diversity contact officers are regular permanent employees who volunteer to be conduits of information relating to diversity, are trained as work/life balance coaches, and help to integrate people with a disability into the IBM workforce. They include men and women from a variety of ethnic backgrounds, people with disabilities and people who are gay or lesbian, transgender or bisexual, to reflect the diversity of our organization. Diversity champions Our internal diversity awards recognize and celebrate individuals whose actions encapsulate our diversity principles. They help to raise awareness of the diversity program and establish cultural diversity as the "norm" within the company. The power of internal awards for diversity champions lies in bringing to life the actions of "real" employees. The diversity team works closely with internal communications and public relations to communicate success stories. Ensuring that stakeholders outside the company know about the diverse culture within IBM directly supports recruitment efforts and forming commercial relationships, reinforcing the business case. Professional Development IBM manager’s "Quick Views" are, as the name suggests, intranet-based resources designed to give managers essential and accessible information to conduct business successfully with clients or colleagues from another country. Topics include: culture and globalization, culture and business and diversity and multicultural management. So if a manager is called upon to travel suddenly to a new culture, Quick Views offer handy hints on business meeting protocol. Another professional development initiative is IBM’s "Shades of Blue"―a more in-depth program for managers who are engaged in cross-cultural business interactions or have multicultural teams. Shades of Blue are a unique learning experience in developing cross-cultural competence. The courses cater to individual managers or members of an established multicultural team and are designed to heighten awareness of each person’s own cultural biases and increase their sensitivity to other cultures. The shades experience can be a powerful team-building exercise for multicultural teams to transcend cultural differences and become a high-performing team. General staff awareness and policies IBM’s cultural diversity strategy relies on raising the general level of awareness of different cultures within the organization. General initiatives include: Celebration of Chinese New Year for Sydney employees. Publication of a diversity calendar, showing various dates of cultural significance that might be relevant to employees and business relationships. Introduction of a floating holiday program where employees can exchange a public holiday for a significant cultural holiday. Employee representation at an IBM global conference on multicultural people in technology.({B)}Exercises({/B)}What is the use of IBM Australia’s bi-annual employee opinion survey A．It can help manager to solve all culture-related issue.B．It can help executive to improve their decision concerning culture diversity within corporation next year.C．It can help executive to better understand cultural diversity within the corporation.D．It can let all people know their present condition within corporation.

The elderly couple ______ the antique locket, as it held precious memories of their youth and enduring love. (cherish)

We also_the research facilities available and license technology from independent sources.A. generateB. plungeC. plug inD. plum

二、Part II Reading Comprehension (Skimming and Scanning) (15 minutes) (总题数:1,分数:71.00)Minority Report American universities are accepting more minorities than ever. Graduating them is another matter. Bill Mills, the president of Bowdoin Colledge, was justifiably proud of Bowdoin’s efforts to recruit minority students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. “It is our responsibility to reach out and attract students to come to our kinds of places,”he told a NEWSWEEK reporter. But Bowdion has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 black students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes. “If you look at who enters college, it now looks like America,” says Hilary Pennington, director of postsecondary programs for the Bill&Melinda Gates Foundation, which has closely studied enrollment paterns in higher education. But if you look at who walks across the stage for a diploma,it’s still largely the white upper-income populaion.” The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no better than the rate for the 55-to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college-but their graduation rated fall far short of their dreams. The graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity. The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison-one of the top five or so prestigious public universties-graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern lowa graduated 67% of its white students, but only 39% of its blacks. Community colleges have low graduation rates generally-but rockbottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African Americans did so as well. Private colleges and universities generally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin had company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Vermont, another top school, had a 19-point gap in 2007 and a 22-points in 2006. The most selective private schools-Harvard, Yale, and Princeton show almost no gap between black and white gradation rates. But that may have more to do with their ability to select the best students. According to data gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves. “Higher education has been able to duck this issue for years, paticularly the more selective schools,by saying the responsibility is on the individual student,” says Pennington of the Gates Foundation.” If they fail, it’s their fault.” Some critics blame afformative action-students admitted with lower test scores and grades from shaky high schools often struggle at elite schools. But a bigger problem may be that poorhigh schools often send their students to colleges for which they are “undermatched”,they could get into more elite, richer schoold, but instedad go to community colleges and low-rated state schools that lack the resources to help them. Some schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill-knowing full well that the students won’t make it. “ The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. College are not holding up their end,” says Amy Wilkins of the Education Trust. A college education is getting ever more expensive, Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university-after financial aid-equaled 28% of median (中间的) family income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed cunsumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out. There once was a time when universities took pride in their dropout rates. Professors would begin the year by saying ,”Look to the right and look to the left. One of you is not going to be here by theend of the year.” But such a Darwinian spirit is beginning to give way as at least a few colleges face up to the graduation gap. At the university of Wisconsin Madison, the gap has beeen roughly halved over the last three years. The university had poured resources into peer counseling to help students from inner-city schools adjust to the rigor(严格要求) and faster pace of a university classroon-and also to help minority students overcome the stereotype that they are less qualified. Wisconsin has a “laserlike focus” on building up student skills in the first three months, according to vice provost (教务长)Damon Williams. State and federal governments could sharpen that focus everywhere by broadly publishing minority graduation rates. For years private colleges such as Princeton and MIT have has success bringing minorities onto campus in the summer before freshman year to give them some preparatory courses.The newer trend is to start recruiting poor and no-white students as early as the seventy grade, using innovative tools to identify kids with sophisticated verbal skills. Such programs can be expensive,of course but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support. With efforts and money, the graduation gap can be closed. Washington and Lee is a small, selective school in Lexington.Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. “We went through a dramatic shift,” says Dawn watkins the vice president for student affairs. The school aggressively pushed mentoring of minorities by other students and “partnering” with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school graduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating manorities, not just enrolling them.(分数:71.00)Questions 47 to 51 are based on the following passage. How good are you at saying “no”? For many, it's surprisingly difficult. This is especially true of editors, who by nature tend to be eager and engaged participants in everything they do. Consider these scenarios: It’s late in the day. That front page package you’ve been working on is nearly complete;one last edit and it's finished. Enter the executive editor, who makes a suggestion requiring a more-than-modest rearrangement of the design and the addition of an information box. You want to scream: “No! It’s done!” What do you do? The first rule of saying no to the boss is don’t say no. She probably has something in mind when she makes suggestions, and it’s up to you to find out what. The second rule is don’t raise the stakes by challenging her authority. That issue is already decided. The third rule is to be ready to cite options and consequences. The boss’s suggestions might be appropriate, but there are always consequenses. She might not know about the pages backing up that need attention, or about the designer who had to go home sick. Tell her she can have what she wants, but explain the consequences. Understand what she’s trying to accomplish and propose a Plan B that will make it happen without destroying what you’ve done so far. Here is another case. Your least-favorite reporter suggests a dumb story idea. This one should be easy, but it’s not. If you say no, even politely, you risk inhibiting further ideas, not just from that reporter,but from others who heard that you turned down the idea. This scenario is common in newsrooms that lack a systematic way to filter story suggestions. Two steps are necessary. First, you need a system for how stories are preposed and reviewed.Reporters can tolerate rejection of their ideas if they believe they were given a fair hearing. Your gut reaction (本能反应) and dismissive rejection, even of a worthless idea, might not qualify as systematic or fair. Second, the people you work with need to negotiate a “What if…?” agreement covering “What if my idea is turned town?” How are people expected to react? Is there an appeal process?Can they refine the idea and resubmit it? By anticipating “What if…?” situations before they happen, you can reach understanding that will help ease you out of confrontations. 注意:此部分试题请在答题卡2 上作答。(分数:35.50)(1).Instead of directly saying to your boss, you should find out 1.(分数:7.10)填空项1:__________________ (正确答案:what is in your boss's mind)

9 Complete the following sentences with proper phrases given below. Make changes where necessary.prepare oneself tobe keen toset foot inbecome part ofbe thrilled togive serious thought tolook tocome outstart a new phase ofbe set onbe aware offar from1 Setting foot in college is to____ learning. Students have to____ the essence of learning, which is a lifelong journey without a fixed destination. Learning is a process through which we____ concentrate on the development and progress of society.2 Educators should____ help individuals to be mature and free, to flower fully in love and goodness, and to____ their responsibility to better society. They would____ bring about an integrated individual who is capable of dealing with life as a whole.3____ the academic community is one of the essential tasks for college students. Higher education is____ job training that gives students the knowledge and skills needed for the job market. The quality education we____ achieve has more comprehensive benefits: it develops individuals in ways that help build a society with broader vision, higher dignity, and better moral values.

三、 阅读理解（共 4 题）12. 【题目】阅读短文，下列问题AMin Sun, with another name of Ziqian, was a famous man in the State of Lu during the Springand Autumn Period. He was a student of Confucius. Among all students of Confucius, he wascompared with Yan Yuan.Min Sun's mother died very early. Later his father took another wife,who gave birth to twosons. The stepmothermistreatedMin Sun—in winter,while two younger brothers wore warmclothes made of cotton, Min Sun only wore clothes made of reed catkins（芦花）.One day, he followed his father to go out. When pulling the chariot（马车）, Min Sun felt socold that he dropped the rope onto the ground. Then his father beat him. Just then the reedcatkins flew out from the broken clothes and his father knew that Min Sun was mistreated. Hewas very angry.After the father returned home, he wanted to divorce（休掉） his wife. Min Sun fell on hisknees and begged his father to forgive his stepmother. He said, “If Mother stays at home, onlyI myself have to stand cold.But if you divorce Mother, all three children have to suffer fromcold.”His father was deeply moved and took Min Sun's advice. The stepmother heard of this, feltsorry and knew her mistakes. From then on, she treated Min Sun as her own son.（1）How many children were there in Min Sun's family?A.One.B.Two.C.Three.D.Four.（2）The underlined word “mistreated” in the passage means “________”.A.对待B.款待C.虐待D.善待（3）Why was Min Sun's father still angry after beating him?A.Because Min Sun went out with him.B.ecause Min Sun felt very cold.C.Because Min Sun dropped the rope.D.Because Min Sun was mistreated.（4）Which of the following is right?A.Min Sun was not as excellent as Yan Yuan.B.Min Sun's father forgave his wife.C.Min Sun's father divorced his wife.D.Min Sun's stepmother was always kind.（5）According to the story, Min Sun is a _______ person.A.filial（孝顺的）B.lovelyC.smartD.brave13. 【题目】阅读短文，下列问题BMark Twain tells a boy's story inThe Adventure of Huckleberry Finn. Huck is a poor childwithout a mother and a home. His father drinks too much alcohol(酒精) and always beats him.Huck's situation frees him from therestrictionof society. He explores in the woods and goesfishing. He stays out all night and does not go to school. He also smokes. Huck runs awayfrom home. He meets Jim, a black man who has escaped (逃脱) from slavery(奴隶制). Theytravel together on a raft (木筏) made of wood down the Mississippi River. Mark Twain startedwriting “Huckleberry Finn” as a children's story. But it soon became serious. The story tellsabout the social evil of slavery,which is seen through the eyes of an innocent child. Huck'sideas about people are formed by the white society in which he lives. So, at first, he does notquestion slavery. Huck knows that important people believe slavery is natural and this is thelaw of God. So, he thinks it is his duty to tell Jim's owners where to find him.Later, Huck comes to understand that Jim is a good man. He finds he cannot carry out his planto inform Jim's owners of his whereabouts (下落). Instead, he decides to help Jim escape. Hedecides to do this, even if God punishes him.（1）The underlined word “restriction” probably means _________.A.something that you are expected to doB.something that you are not allowed to doC.something that you are able to doD.something that you look forward to doing（2）Which of the following about Huck is NOT true?A.His father likes to beat him. B.He doesn't go to school.C.He lives with his mother.D.He smokes.（3）What can we infer from the passage?A.Huck will be punished by God for what he does.B.Huck's childhood is full of happiness.C.It's Huck's situation that makes him decide to help Jim escape.D.Huck is a white boy.（4）Why does Huck change his mind at last?A.He has made friends with Jim.B.He finds out the weakness of slavery.C.He finds that Jim is a good man.D.God tells him to do so.（5）What is the passage mainly about?A.The outline (概要) ofThe Adventure of Huckleberry Finn.B.The childhood of Huckleberry.C.The reason why Mark Twain wrote the story.D.The effect of slavery.14. 【题目】阅读短文，下列问题CI loved my mother's desk since I was just tall enough to see above the top of it when mothersat doing letters. Looking at the ink bottle, pens and white paper, I decided that the act ofwriting must be the most wonderful thing in the world.Years later, during her final illness, mother kept different things for my sister and brother,“But the desk,” she said again, “is for Elizabeth.”I never saw her get angry, and never saw her cry. I knew she loved me, and she showed it inaction. But as a young girl, I wanted heart-to-heart talks between mother and daughter.They never happened and agulfopened between us. I was “too emotional (易动感情的)”, butshe lived“on the surface”.As years went by, I had my own family. I loved my mother and thanked her for our happyfamily. I wrote to her in careful words and asked her to let me know in any way that she didforgive (原谅) me.I posted the letter and waited for her answer. It didn't come.It seemed that nothing happened. I couldn't be sure that the letter had even got to her.I only knew that I had written it, and I could stop trying to make her into someone she wasnot.Now the present of her desk told me that she was pleased that writing was my chosen work,though she had never been able to. I cleaned the desk carefully and found some papersinside...a photo of my father and a one-paper letter. Folded(折叠) and refolded many times.Give me an answer, my letter asks, in any way you choose. Mother, you always chose the actthat speaks louder than words.（1）The writer began to love her mother's desk ______.A.after mother diedB.when she was a childC.before she became a writerD.when mother gave it to her（2）The passage shows that mother______.A.was too serious about everything her daughter had doneB.was cold on the surface but kind in her heart to her daughterC.cared much about her daughter in wordsD.wrote to her daughter in careful words（3）The word “gulf” in the 4th paragraph means _____.A.deep understanding between the old and the youngB.part of the sea going far in landC.free talks between mother and daughterD.different ideas between mother and daughter（4）What did mother do with her daughter's letter asking for forgiveness?A.She read the letter again and again till she died.B.For years, she often talked about the letter.C.She didn't forgive her daughter at all in her life.D.She had never received the letter.（5）What's the best title of the passage?A.My Letter to MotherB.Mother and ChildrenC.My Mother's DeskD.Talks Between Mother and Me15. 【题目】阅读短文，下列问题DIn the USA, there are many types of restaurants. Fast food restaurants are very famous. Youcan find McDonald's and Kentucky Fried Chicken everywhere.You look at a menu above thecounter(柜台), and say what you'd like to eat. You pay the person who serves you. There's noneed to leave a tip. In a coffee shop you sit at the counter or at a table. You don't need to waitfor the waitress to show you where to sit. She usually brings you coffee when you sit down.You tell her what you'd like to eat and she brings it to you. You paythe cashier (出纳员) asyou leave.A diner is like a coffee shop but usually looks like a railway carriage (火车车厢). Ina family restaurant, the atmosphere is casual, but the waitress shows you where to sit. Oftenthe waitress tells you her name, but you don't need to tell her yours. You add an extra fifteenpercent to the bill as a tip. In top class restaurants, you need a reservation (预定) and you needto arrive on time. The waiter shows you where to sit. If you have wine, he may ask you totaste it. You can only refuse it if it tastes bad. When you get your bill,check it and then addfifteen to twenty percent to it as a tip for the waiter.（1）Where are these restaurants?A.In France.B.In China.C.In America.D.In Japan.（2）Which of the following is TRUE about fast food restaurants?A.There is no waitress in them.B.You need to pay a tip.C.The menu is above the counter.D.It’s hard to find fast food restaurants in the US.（3）In what kind of restaurant should you book before you arrive?A.In a top class restaurant.B.In a fast food restaurant.C.In a coffee shop.D.In a family restaurant.（4）How much do you need to tip at most in a top class restaurant?A.Ten percent.B.Twenty percent.C.Thirty percent.D.Forty percent.（5）What's the passage mainly about?A.How to pay for your food.B.Where to find different restaurants.C.How to give a tip to waitresses.D.ifferent restaurants in the US.

Listening Comprehension Section A Directions：In section A, you will hear ten short conversations between two speakers．At the end of each conversation, a question will be asked about what was said．The conversation and the question will be spoken only once．After you hear a conversation and the question about it, read the four possible answers on your paper, and decide which one is the best answer to the question you have heard． 1． W：Can you describe what you do? M：I wash office building windows．I go high up in the basket to reach the windows． Q：What is the man's job? A．A basketball player． B．A laundry worker． C．A window washer． D．A rock climber 2． M：Should we go out or eat in tonight? W：I am too tired to do any cooking． Q：What does the woman imply? A．She is not hungry． B．She wants to cook． C．She is not tired． D．She wants to dine out． 3． M：Hi, Grace．Tell me something about your hometown． W：It's so beautiful and peaceful．But it's really far away from everything． Q：What does the woman think of her hometown? A．Promising B．Isolated C．Crowded D．Modern 4． W：My printer is out of paper．I will run and get some． M：I will go with you．I need some fresh air． Q：Where will the speakers probably go? A．To a stationery shop． B．To a gymnasium． C．To a paint store． D．To a news stand． 5． M：I don't like the prices on the menu．They always seem too high． W：You will have a different view after eating the delicious food． Q：What does the woman mean? A．The man can see a different view． B．The food is not tasty enough． C．The man cannot afford the food． D．The food is worth the price． 6．M：I had a hard time getting through the novel． W：I know how you feel．Who could remember the names of 35 different characters? Q：What does the woman imply? A．She reads different kinds of books． B．She also finds the book difficult to read． C．She is impressed by the characters． D．She knows well how to remember names． 7．W：Why haven't we received any newspapers yet? M：Well, sometimes it takes a while for the post office to deliver it． Q：What can we learn from the conversation? A．The man will go to the post office． B．The post office is closed for the day． C．The woman is expecting the newspaper． D．The delivery boy has been dismissed． 8．M：My roommate and I are going to see a film tonight．And we are leaving at7∶40．Do you want to join us? W：Sure．But my class ends at 7：30．And the professor never finishes on time． Q：What can we learn about the woman? A．She is not sure if she can join them． B．She will skip the class to see the film． C．She will ask the professor for leave． D．She does not want to see a film． 9．W：Now that you are on the business, what's your advice for someone to become a fashion designer? M：Go to school．I mean it．Find a good school and learn as much as you can． Q：What does the man mean? A．Fashion designing is a booming business． B．School learning is a must for fashion designers． C．He hopes to attend a good fashion school． D．The woman should become a fashion designer． 10．W：Slow down．You are passing every car on the road． M：Most drivers usually ignore the speed limit unless they think the police will stop them． Q：What does the man mean? A．Few people drive within the speed limit． B．Drivers usually obey traffic rules． C．The speed limit is really reasonable． D．The police stop most drivers for speeding Section B Directions：In section B, you will hear two short passages, and you will be asked three questions on each of the passages．The passages will be read twice, but the questions will be spoken only once．When you hear a question, read the four possible answers on your paper, and decide which one would be the best answer to the question you have heard． Questions 11 through 13 are based on the following passage． I am Lynn．My previous job was as principal of a language school, where I received awards for training teachers to teach more effectively．A year ago, I started an international company．I spent months conducting programs in the US and Russia．During this time, some Russian immigrants came to stay at my house．Fortunately, these visitors helped a lot at home and made life easier．At the same time, I wrote several books to be published by my company and coedited a book for a major publisher． I am grateful I have a photographic memory, so I can remember everything I see．Otherwise, I might not be that productive．In addition to my work, I have a family at home．Some of my children have had serious health problems from birth, but I try to handle those problems well and efficiently．With tremendous help from my parents, the kids are fed, and clothed, and educated． I am busy from the time I get up until the time I go to bed．My time has to be carefully planned．I do not like to be interrupted because I want to accomplish my goals． Questions： 11．What was the speaker's previous job? 12．What helps to make the speaker productive according to the passage? 13．What does the passage mainly tell us? 11．A．A book publisher．B．A company manager． C．A magazine editor． D．A school principal． 12．A．Some training experience． B．A happy family． C．Russian assistants' help． D．A good memory． 13．A．Lynn's devotion to the family． B．Lynn's busy and successful life． C．Lynn's great performance at work． D．Lynn's efficiency in conducting programs． Questions 14 through 16 are based on the following passage． Job interviews can generally be divided into three types． The first is what I would call the traditional interview．This is usually just a series of standard questions about qualifications, work experience and expectations．So what you have here is basically a list of quite direct questions, like what duties did you have in your previous job．This is still the model for a lot of interviews today．In my view it's not the best to select staff． Then there is the case interview．Here the interviewer presents a problem and a series of questions to find out how the candidate would approach the problem．It might go something like this, ‘A company wants to hire more graduates without spending more than its current budget．What would you advise them to do? ’This can be particularly challenging, for you need to analyze the problem and solve it． The third type is known as the behavioral interview．The questions are usually designed to find out about how the candidates handle tricky situations in the past．A typical question might be ‘Can you give me an example of a situation where you had to follow orders that you didn't agree with? ’ This opens up a lot of information and the interviewer gets to see more of the candidate． Questions： 14．What kind of questions are usually asked in the traditional interview? 15．What does the case interview focus on about the candidate? 16．What does the speaker mainly talk about? 14．A．Economic questions． B．Routine questions．C．Academic questions． D．Challenging questions． 15．A．Work experience． B．Educational qualifications． C．Problem－solving abilities． D．lnfomation－gathering abilities． 16．A．Features of different types of interview． B．Skills in asking interview questions． C．Changes in three interview models． D．Suggestions for different job interviews． Section C Directions：In section C, you will hear two longer conversations．The conversations will be read twice．After you hear each conversation, you are required to fill in the numbered blanks with the information you have heard．Write your answers on your answer sheet． 1． W：Hi, Bruce, it's Naomi． M：Hi, Naomi． W：I'm calling about the conference in Shanghai on November 8th．We have to make some changes． M：OK, go ahead． W：I don't think the peace guardian will be big enough．We need a center that can seat at least 600． M：That many? Any suggestions? W：The Palace Center will be free that day, but it will mean increasing the registration fee by ＄50．From ＄800 to ＄850． M：That won't be a problem．Anything else? W：Milan University says they are sending Carla Marisco instead of Professor Bertoni．But the talk would be the same, Opportunities and Risks in the African Market． M：Fine．Make those changes and all inform everyone at my end． Complete the form．Write ONE WORD for each answer．Latest Conferencernformat-|||-Latest Conferencernformat-|||-Place:Palace 18 Shanghai-|||-Registration fee: 19 -|||-Speaker:Carla Marisco from Milan University-|||-Speech topic :Opportunities and Risks in the 20 Market 2．W：David, we all know you took up skateboarding at ten．But did your parents support you? M：Yeah, my parents even let me skate in the house． W：Did they? M：Yeah, they were pretty cool． W：How about your school work? M：That was fine．I was able to get my school work done with good grades．My only problem was that I had so much physical energy that I could not sit still in class．Then some teachers started taking my skateboard away． W：That couldn't stop you from staking? M：No way．The cool thing was that my parents managed to find me a different school．The headmaster there was wonderful．He let us plan our own P．E．classes．So guess what class I created． W：Skateboarding． M：You got it．That was my P．E．class．By that time I was turning professional and starting to show off some techniques at competitions． W：Is that when your new style became famous? M：Yeah．Other skaters had this smooth flowing style, but I was kind of like a robot always coming up with new tricks． Complete the form．Write NO MORE THAN THREE WORDS for each answer．Latest Conferencernformat-|||-Latest Conferencernformat-|||-Place:Palace 18 Shanghai-|||-Registration fee: 19 -|||-Speaker:Carla Marisco from Milan University-|||-Speech topic :Opportunities and Risks in the 20 Market

Fill in the blanks in the box with verbs that collocate with decision","life"-|||-and"problem".Then fill in the blanks in the sentences with collocations-|||-from the box.Make changes where necessary.-|||-make a decision change one`s life encounter a problem-|||-announce a decision enjoy one`s life raise a problem-|||-a decision one`s life a problem-|||-(达成决定) (塑造生活) (分析问题)-|||-a decision one`s life a problem-|||-(通过决定) (改善生活) (解决问题)-|||-1 When designing teaching materials and syllabus,a growing number of universities intend to-|||-integrate expanding knowledge with fostering students`abilities in __-|||-......decisions,-|||-tackling problems, and maintaining creativity.-|||-2"The reason why we were unable to __ a decision is that everybody has his or her-|||-own opinion,"he said.

Fill in the blanks with the words given below.Change the form where necessary.Each word can be used only once. breed commercial deserve humble miraclepeer soar tend transform vigor （1）The soldiers ____ our special thanks for their efforts to rescue people in the flood.（2）We ____ to get very cold winters and quite cool summers in this part of the country.（3）It is a ____ that the firefighters saved everyone in the building from the huge fire.（4）Temperatures in this city have ____ to above 38°C in recent weeks.（5）He used to worry about making mistakes in front of his ____ ，but he has learned to be very confident.（6）People are beginning to realize that to ____ nature at will is the biggest mistake that man has ever made.（7）To our delight，after the surgery，he went back to his work with renewed ____ .（8）At this time of year，the birds return to this small island to ____ .（9）She has achieved great success in her career，but she is very ____ about it.（10）Due to all the employees' effort，the ____ future of the company looks very bright.