Tom appreciated_________the good chance to study in Oxford since he graduated from No. 4 High School in Shenyang.
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A．having been given |
B．having given |
C．having been giving |
D．to have given |
Let’s make contributions to_________world of the 21st century, _________world of success and understanding each other.
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A．the;/ |
B．/;a |
C．a; the |
D．the; a |
写作：（满分25分）
国内某家英文报纸设有一个求助信箱（letters to Dr Helper）。请根据一份学生现状中列出的部分信息，以高三学生王勇的名义，用英语给Dr Helper写一封短信。
学生现状：
1．每日在校时间9小时；
2．每日作业时间3-4小时；
3．每日课外活动时间几乎没有；
4．每日睡眠时间不足；
负担过重原因：
考试压力大，作业多，家长期望高。
注意：
1．词数：100左右； 2．信的开头已经给出，不计入要求的词数。
生词：负担过重overload 压力 pressure 期望 expectations
Dear Dr Helper,
I am a Senior 3 student. I am now in great need of your help because I can hardly stand the great pressure.
Yours sincerely,
Wang Yong
短文改错（共10小题；每小题1分，满分10分）
假定英语课上英语老师要求同桌之间互相修改作文，请你修改一下作文。文中有十处语言错误，每处最多有两处。错误涉及一个单词的增加、删除或修改。按下列情况改正：
删除：把多余的词用斜线（\）划掉。
增加：在缺词处加一个漏字符号（∧），并在该词下面写出该加的词。
修改：在错的词下划一横线，在该词下面写出改正后的词。
注意：1、每处错误及修改均仅限一词。
2、只允许修改10处，多者（从11处起）不计分。
It is reported, some needy students receive financial support from some kind people but never express our thanks. Personally, I think they are wrong. Though the helpers didn’t expect any reward in return, it is necessary and good manner to say “thank you”. Besides, it is a basic social skill express ourselves in modern society. Maybe some of them do feel thankfully. It is only because they are afraid of looked down upon which they remain silent. But I just want to say that being poor for a moment doesn’t means you will be poor forever.
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
We are all called upon to make a speech at some point in life, but most of us don’t do a very good job. 71 .
So, you have to give a speech ─ and you are terrified. You get nervous, you forget what you want to say, you stumble (结结巴巴) over words, you talk too long, and you bore your audience. Later you think, “Thank Goodness, it’s over. I’m just not good at public speaking. I hope I never have to do that again.”
Cheer up! 72 . Here are some simple steps to take the pain out of speech making. Ask yourself the purpose of your speech. What is the occasion? Why are you speaking? Then, gather as many facts as you can on your subject. Spend plenty of your time doing your research. Then spend plenty of your time organizing your material so that your speech is clear and easy to follow. Use as many example as possible, and use pictures, charts, and graphs if they help you make your points more clearly. 73 . Don’t talk over their heads, and don't talk down to them. Treat your audience with respect. They will appreciate your thoughtfulness.
Just remember: Be prepared. Know your subject, your audience, and the occasion. Be brief, 74 . And be yourself. Let your personality come through so that you make person-to-person contact with your audience.
If you follow these simple steps, you will see that you don’t have to be afraid of public speaking. In fact, you may find the experience so enjoyable that you volunteer to make more speeches! You’re not convinced yet? 75 .
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A．It doesn’t have to be that bad. |
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B．Take several deep breaths before your speech. |
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C．This article gives some advice on how to give a good speech. |
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D．Say what you have to say and then stop. |
E．Don’t say what you aren’t familiar with.
F．Never forget your audience.
G．Give it a try and see what happens.
Speakers of different languages not only describe the world differently but think about it differently too, according to a new study.
Researchers used a cartoon cat Sylvester to study how language was reflected (反映) in the gestures people made. Dr. Sotaro Kita of the University of Bristol’s Department of Experimental Psychology (心理学), showed the cartoon to a group of native English, Japanese and Turkish speakers and then watched their gestures as they described the actions they had seen. He found speakers of the three different languages used different gestures to describe the same event, which appeared to reflect the way the structure of their languages expressed that event. For example, when describing a scene where the cat swings on a rope, the English speakers used gestures showing an arc trajectory (弧形轨迹) and the Japanese and Turkish speakers tended to use straight gestures showing the motion but not the arc.
Dr. Kita suggests this is because Japanese and Turkish have no proper verb to express the English meaning “to swing”. While English speakers use the arc gesture as their language can readily express the change of location and the arc-shaped trajectory, Japanese and Turkish speakers cannot as easily express the idea of movement with an arc trajectory so they use the straight gesture.
Dr. Kita said, “My research suggests that speakers of different languages cause different spatial (空间的) images of the same event in a way that matches the expressive possibilities of their own languages. In other words, language influences (影响) spatial thinking at the moment of speaking.”
68. 1.Researchers watched the gestures the people made because they wanted to know _____.
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A．how language was reflected |
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B．whether they could express the same idea |
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C．whether they could describe what they had seen |
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D．how the structure of language changed |
69. 2.After watching the gestures of speakers of the three different languages, Dr. Kita concluded that _____.
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A．Japanese and Turkish people couldn’t express the meaning of “swing” |
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B．English was obviously better than Japanese and Turkish |
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C．no word in Japanese and Turkish could express some ideas of English |
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D．every language had its own special way to describe things |
70.3.What is mainly discussed in the text?
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A．Differences between languages. |
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B．Differences between gestures. |
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C．How people use different gestures to express the same event. |
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D．That language influences the way people think. |
