What can you infer from the text about the dinner party？

talk to you about our marketing campaign.”？

A.This is a formal call.

B.This is an informal call.

C.This is not the first time they speak to each other.

D.This is the first time they speak to each other.

A.This is a formal call.

B.This is the first time they speak to each other.

C.This is an informal call.

D.This is not the first time they speak to each other.

A.People refuse substantive interactions in effective communication.

B.People require complete truth for effective communication.

C.People stop listening actively in effective communication.

D.People need self-related concerns for effective communication.

A.People from the UK can only speak Englis

B.People from the four areas of the UK can all be called “British”.

C.People from the four areas of the UK have the same accent and personality.

D.People from the four areas of the UK all love football.

friend. Looked round at the luxury of the【M1】______ rink, my friends mother remarked on the "plush" seats we had been given. I did not know what she meant, and being proud of my【M2】______ vocabulary, I tried to infer its meaning from the context. " Plush" was clearly intended as a complimentary, a positive evaluation: that much I【M3】______ could tell it from the tone of voice and the context. So I started to use【M4】______ the word. Yes, I replied, they certainly are plush, and so are the ice rink and the costumes of the skaters, arent they？ My friends mother was very polite to correct me, but I could tell from her expression that【M5】______ I had not got the word quite right. Often we can indeed infer from the context what a word roughly means, and that is in fact the way which we usually acquire both new【M6】______ words and new meanings for familiar words, specially in our own first【M7】______ language. But sometimes we need to ask, as I should have asked for【M8】______ plush, and this is particularly true in the aspect of a foreign language.【M9】______ If you are continually surrounded by speakers of the language you are learning, you can ask them directly, but often this opportunity does not exist for the learner of English. So dictionaries have been developed to【M10】______ mend the gap.

【M1】

meanings for individual words and working out relationships between them, drawing on your explicit knowledge of English grammar (41) ______you begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where.

The ways of reading indicated here are without doubt kinds of of comprehension. But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues (42) _______

Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and clocked for accuracy, or some timeless relation of the text to the world. (43) _______

Such background material inevitably reflects who we are, (44) _______This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values. How we read a given text also depends to some extent on our particular interest in reading it.

(45)_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform. each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy or relationship to your surrounding textual environment.

A、 Are we studying that text and trying to respond in a way that fulfils the requirement of a given course？ Reading it simply for pleasure？ Skimming it for information？ Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.

B、 Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretation but at the same time obscure or even close off others.

C、If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the contest. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.

[D]In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.

[E]You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form. the basis of a personal response for which the author will inevitably be far less responsible.

[F]In plays，novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.

[G]Rather, we ascribe meanings to test on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.

41__________

42__________

43__________

44__________

45__________

请帮忙给出每个问题的正确答案和分析，谢谢！

A foreigner’s first impression of the U.S. is likely to be that everyone is in a rush-often under pressure. City people appear always to be hurrying to get where they are going restlessly, seeking attention in a store, and elbowing others as they try to complete their errands(任务).

Racing through daytime meals is part of the pace of life in this country. Working time is considered precious. Others in public eating places are waiting for you to finish so that they too can be served and get back to work within the time allowed. Each person hurries to make room for the next person. If you don’t, waiters will hurry you.

You also find drivers will be abrupt and that people will push past you.You will miss smiles, brief conversations, and small courtesies with strangers. Don’t take it personally. This is because people value time highly, and they resent someone else“wasting”it beyond a certain courtesy point.

The view of time affects the importance we attach to patience. In the American system of values, patience is not a high priority. Many of us have what might be called “a short fuse.” We begin to move restlessly about if we feel time is slipping away without some return------be this in terms of pleasure, work value, or rest. Those coming from lands where time is looked upon differently may find this matter of pace to be one of their most difficult adjustments in both business and daily life.

Many newcomers to the States will miss the opening courtesy of a business call, for example, they will miss the ritual socializing that goes with a welcoming cup of tea or coffee they may be traditional in their own country. They may miss leisurely business chats in a café or coffeehouse. Normally, Americans do not assess their visitors in such relaxed surroundings over prolonged small talks. We seek out evidence of past performance rather than evaluate a business colleague through social courtesies. Since we generally assess and probe professionally rather than socially, we start talking business very quickly.

1. The statement that Americans are impolite to their business colleagues is wrong.

A: T B: F

2. In the fourth paragraph, ,a high priority？ means ,a first concern？

A: T B: F

3. Americans evaluate a business colleague by establishing business relations.

A: T B: F

4. This passage mainly talks about how Americans do business with foreigners.

A: T B: F

5. We can infer from the passage that the author’s tone in writing is praisful.

A: T B: F

In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one from the fist A-G to fit into each of the numbered blanks. Mark your answers on ANSWER SHEET. (10 points)

How does your reading proceed？ Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your explicit knowledge of English grammar (41) ______you begin to infer a context for the text, for instance, by making decisions about what kind of speech event is involved: who is making the utterance, to whom, when and where.

The ways of reading indicated here are without doubt kinds of of comprehension. But they show comprehension to consist not just passive assimilation but of active engagement inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and cues (42) _______

Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or “true” meaning that can be read off and clocked for accuracy, or some timeless relation of the text to the world. (43) _______

Such background material inevitably reflects who we are, (44) _______This doesn’t, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page-including for texts that engage with fundamental human concerns-debates about texts can play an important role in social discussion of beliefs and values.

How we read a given text also depends to some extent on our particular interest in reading it. (45)_______such dimensions of read suggest-as others introduced later in the book will also do-that we bring an implicit (often unacknowledged) agenda to any act of reading. It doesn’t then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform. each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy or relationship to your surrounding textual environment.

[A] Are we studying that text and trying to respond in a way that fulfils the requirement of a given course？ Reading it simply for pleasure？ Skimming it for information？ Ways of reading on a train or in bed are likely to differ considerably from reading in a seminar room.

[B] Factors such as the place and period in which we are reading, our gender ethnicity, age and social class will encourage us towards certain interpretation but at the same time obscure or even close off others.

[C] If you are unfamiliar with words or idioms, you guess at their meaning, using clues presented in the contest. On the assumption that they will become relevant later, you make a mental note of discourse entities as well as possible links between them.

[D]In effect, you try to reconstruct the likely meanings or effects that any given sentence, image or reference might have had: These might be the ones the author intended.

[E]You make further inferences, for instance, about how the test may be significant to you, or about its validity—inferences that form. the basis of a personal response for which the author will inevitably be far less responsible.

[F]In plays，novels and narrative poems, characters speak as constructs created by the author, not necessarily as mouthpieces for the author’s own thoughts.

[G]Rather, we ascribe meanings to test on the basis of interaction between what we might call textual and contextual material: between kinds of organization or patterning we perceive in a text’s formal structures (so especially its language structures) and various kinds of background, social knowledge, belief and attitude that we bring to the text.

You can infer that most of the goals of the Knights of Labor were ______.

A. unwelcome by the AF of L

B. not reached until after the Knights of Labor died out

C. not helpful to women

D. welcome by factory owner

A.a, it, the, the

B.the, that, a, a

C.a, it, this, a

D.the, it, the, the