？Read the text about the importance of qualifications.？In most of the lines 34—45 there is

A．Introduce background knowledge about the target culture

B．Ask the students to write down three things that they would like to know concerning the theme of a text they are about to reaD

C．Use pictures to give some relevant information about the text．

D．Teach new words．

11. Change this complex sentence into two simple sentences.

12. Change this sentence into negative form. Follow the example.

Examρle: She likes music. She doesn 't like music.

13. Rewrite this sentence by adding an appropriate tag question. Follow the example.

Example: She likes music. She likes music , doesn't she？

14. Change this sentence from active voice into passive voice.

15. Build one question about the underlined part in the sentence.

？Read the text below about IT training.

？In most of the lines (41-52) there is one extra word. It is either grammatically incorrect or does not fit in with the sense of the text. Some lines, however, are correct.

？If a line is correct, write CORRECT on your Answer Sheet.

？If there is an extra word in the line, write the extra word in CAPITAL LETTERS on your Answer Sheet.

IN-HOUSE IT TRAINING

One of the most important things you should consider before implementing an IT training program is whether that the content is current, accurate

41 and easily be understood by trainees. In general, you should look

42 for a training program that has done an affiliation with industry

43 leaders. For example, a course on Windows 2000 should at least

44 be approved by Microsoft. A course that has been co-developed in

45 this way ensures so that trainees will study relevant and correct

46 information. Also, take into your account the availability of practical

47 exercises. Many off-site, instructor-led programs which provide learning

48 labs for trainee practice, but take good on-site training courses can

49 include hands-on simulations that resemble to an actual networking

50 or desktop environment. This supply allows trainees to interact with

51 the programs without crashing down a live system. It also means that

52 trainees can study while at work so that less time is going missed, and production schedules are not interrupted.

(41)

？Read the text below about a management training course．

？In most of the lines(41-52)there is one extra word．It is either grammatically incorrect or does not fin with the sense of the text．Some lines，however，are correct．

？If a line is correct，write CORRECT on your Answer Sheet．

？If there is an extra word in the Iine，write the extra word in CAPITAL LETTERS on your Answer Sheet

Managing-the human side of many enterprise-today calls for top-level talents in

42．self-management and the management of others and this type course offers the inside

43．track to gaining skills which needed to achieve outstanding effectiveness．It is designed

44．for executives at all levels，to strengthen core skills in the areas of management

45．and communication skills．By the end of the course，individuals will have been taken a

46．major step forward in their ability to achieve truly excellent levels of performance，

47．from themselves and others．To maintain a high level of stimulation throughout course，

48．a variety of learning methods will be employed．These include formal lectures．

49．team exercises and case studies All will be carefully managed to ensure you that

50．learning is developed through relating to each one individual’S own work experiences．

51 In order to ensure that each participant derives the maximum of benefit from

52 the course，numbers are l imited to 15．So don't delay-book your place now！

(41)

Directions:

Read the text below.Write an essay in about 120 words, in which you should summarize the key points of the text and make comments on them. Try to use you own words.

It&39;s the graduation season again. According to a latest survey, most Chinese graduates have high salary expectations, and thus prefer working for foreign companies or state-owned enterprises in first-tier cities.

The survey was conducted by renren.com, a Chinese social media site similar to Facebook.The results show that among 1,510 respondents, more than 64.7 percent want to work in first-tier cities.

In addition, 29.4 percent of the graduates who were born in the 1990s want to work for foreign companies, 25.5 percent for SOEs and 23.5 percent for private companies.

One interesting revelation is that although there are less than 100 days before graduation and more than half of the respondents have yet to get a job offer, they are not lowering their salary expectations. Apparently, 41.2 percent aim for 8000-10000 yuan ($1279- $1599) per month and 31.4 percent for 4000-6000 yuan.

According to the data released by the Chinese Academy of Social Sciences, the average monthly salary in Beijing was 5826 yuan($ 931 ) last year, while the numbers for Shanghai, Tianjin and Chongqing were 5380, 4058 and 3995 yuan respectively.

A sample of comments in Weibo: "Are the survey results only jokes for April Fools&39; Day？ Don&39; t daydream anymore! Please check if you have a good command of English and professional skills that deserve a decent job with a high pay. " On other comments says:" Some of my classmates got offers from foreign banks, international accounting firms and other famous foreign companies. They are told their yearly salary can reach 100,000 yuan ($15,990). "

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.

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！

？Read the text below about product brands.

？Choose the best word to fill each gap, from A, B, C or D on the opposite page.

？For each question 19-33, mark one letter (A, B, C or D) on your Answer Sheet.

？There is an example at the beginning (0).

THE ROLE OF BRAND IMAGE

Although brand image is not the only rest why certain products are successful, it is an extremely important part of an overall marketing strategy. In fact, many manufacturers (19) such a high value on their brands that they employ legal experts to (20) them from misuse by imitators and counterfeit traders. In addition, companies (21) employees with handbooks which (22) how their logos should be used - for example the size and colour of graphics and suitable ways of displaying the product.

Originally the brand was little more than a graphic that helped people to (23) a particular product, but as advertising developed, it grew in (24) As the famous brands became (25) with quality in the minds of consumers, manufacturers found they could (26) top prices for these products in order to recover some of the heavy (27) of advertising. As firms realised their potential value, brands quickly became registered trade marks. Today, branding is widespread and is used to sell both products and services.

Most companies (28) to achieve 'multiple appeal' with their brands. This means that the brand appeals to people of different age groups and lifestyles. The problem for the brand manufacturer is how to keep old customers and at the same time to (29) new ones.

A powerful brand is good for sales, but first this has to be (30) and then maintained through a continuous (31) of image design and advertising. If multiple appeal (32) then regular evaluation of the brand will show this and should (33) in the product being redesigned or the advertising being changed.

(19)

A．present

B．place

C．settle

D．rest

阅读理解：阅读下面的短文，根据文章内容进行判断，正确写“T”错误写“F”。

Read the text and decide whether the following statements are true (T) or false (F).

INTRODUCE YOURSELF ON THE FIRST DAY OF WORK

How to introduce yourself on the first day of work？If you are looking for some ideas, here are some tips for you.

Don't be afraid to ask a lot of questions. You're new and it's better to do something right the first time than have to do it again. Nobody expects you to know everything.

Smile a lot and be as friendly as possible to everyone you meet –no matter what their position is or how important they are! Use your lunch hours to get together with your co-workers. Get to know them and their interests.

Pay attention to the rumours, but don't join them. You don't want to be thought as a gossip.

Don't complain about your boss, any co-workers, or the job you did before. Continue to arrive early and don't rush out of the door at the end of the day.

Keep a positive attitude and an open mind. Your life has changed and you will get used to it.

1. Nobody expects you to know everything on the first day at work.{T、F}

2. You're new, so you shouldn't ask any questions.{T、F}

3. You should be friendly to both your co-workers and the leaders.{T、F}

4. It's not polite to learn about the interests of your co-workers.{T、F}

5. You can leave your office as quickly as you can at the end of the day.{T、F}