What really ________ is that a teacher should be responsible for his students.

really made me decide to buy it was the beautiful ______________ through the window.

A) vision B) look

C) picture D) view

In some countries, _____ is called "equality" does not really mean equal rights for all people.

(A) which (C) that

(B) what (D) one

We really appreciate our working environment,in（) there was open, friendly workplace

We really appreciate our working environment,in() there was open, friendly workplace communication.

A. how

B. what

C. Which

D.whom

In some countries, _____ is called "equality" does not really mean equal rights for all people.

(A) which (C) that

(B) what (D) one

.”

A、didn’t … would win

B、don’t … wins

C、don’t … has won

D、didn’t … wins

n between doing my laundry.As I loaded the wash machine, I found myself looking at the labels of each article of clothing I was throwing in.It never really occurred to me how much of what we buy is actually made in China.It never occurred to me how difficult it would be to kick China out (especially for folks with kids).

rst began college. She said, “I was always well-prepared for my examination. But I would go in to class to take the exam, and I would fall apart. I could not answer the questions correctly—even though I knew the answers! I would just blank out because of nervousness and fear.” Hitoshi Sakamoto, an anthropology student at Temple University in Tokyo reports similar experiences.

These two young students were experiencing something called test anxiety. Because a student worries and is stressed about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the severe tension and nervousness.

Now there are special university courses to help students. In these courses, advisors and psychologists try to help students by teaching them to, manage test anxiety. Such a course helps students learn to live with stress and not fail because of it. First students take a practice test to measure their worry level. If the tests show that their stress level is high, the students can take a short course to manage the fear. These courses teach students how to relax their bodies. They get training to become calm in very tense situations. By controlling their nervousness, they can let their minds work more easily. Learned information then comes out without difficulty on a test.

Doreen Sykora saw immediate results after taking such a course. She now has enthusiasm about the relaxation methods. “Mostly, what I do is imagine myself in a very calm place. Then I imagine myself picking up a pencil. I move slowly and carefully. I breathe easily and let all the tension out. With each breath, more worry leaves me. It really works too. My grades have improved great! I’m really doing well at McGill now. This relaxation method works not only on examinations, but it has improved the rest of my life as well.”

For Hitoshi in Tokyo, the results were the same. He is enjoying school a lot more and learning more.

11. What is the similarity between Doreen Sykora and Hitoshi Sakamoto？

A. Students from the same university. B. Failing in all the examinations.

C. Experiences of test anxiety. D. Having the same poor studying habits.

12. These are signs of test anxiety EXCEPT________.

A. worries about a test. B. stressed about a test.

C. low grades and poor study habits. D. nervousness during the test

13. What’s the purpose of some special university student-help courses？

A. To help students to reduce test anxiety.

B. To show a stress level experienced by students.

C. To learn more knowledge about test anxiety.

D. To have a better understanding of test anxiety.

14. What’s the meaning of “blank out” in paragraph 1？

A. To be like a blanket. B. To be sure of an answer.

C. To be relaxed. D. To be unable to think clearly.

15. What’s the organization of passage？

A. Examples — theories — ideas.

B. Problem — strategy — result.

C. General statement — examples — result.

D. Strategy — experiment — examples.

Memo

To:Human Resource Management

From:P.Neal Date:Feb.28

Re:Tokyo interviews

I am really excited about the opportunity that the International Job Fair in April presents lo our firm.By recruiting at an overseas location9 we increase our chances of attracting employees with global awareness.I o ensure that we hire employees who will fit into our corporate culture^ I have listed some suggestions for the interview team.

(1)Determine early in the interview if the employee is a team player.Aside from the obvious work-experience questions, find out what type of learning environment the interviewee preferred in school and what sports and hobbies he or she enjoys.Use this line of questioning to get to know younger applicants who do not have a lot of formal work experience.

(2) In the interviewt find out the interviewee 1 s attitude toward other languages and cultures.How many languages has he or she studied？ Would the prospective employee be willing to go through language training if

assigned to our new branch office？

(3) If possible* look at portfolios on site to get a sense of the interviewees9 artistic accomplishments and check up on local references in the interviewee's country.

(4) Clearly communicate our company,s goals and bring back some great recruits!

21.Who is this memo directed to？

A.Mr.Neal

B.The interview team

C.Prospective employees

22.Recruiting at an international job fair will help the company find employees who

A.fit the corporate culture

B.are team players

C.have global awareness

23.Why does the author suggest the interview team ask interviewees questions about their hobbies？

A.To know whether the interviewees enjoy playing sports.

B.To know whether the interviewees are team players.

C.To know whether the interviewees have work experience.

24.The new employees must be ________.

A.willing to participate in language training

B.able to speak several languages

C.capable of learning any language quickly

25.What should the intervieweesportfolios demonstrate？

A.Excellent references

B.Sensible components

C.Artistic merit

nted a cottage 31 a river in the heart of the country 32 the whole family was going to 33 a three-week holiday. There were four of us: me, Mum and Dad, and Mum‟s sister, Auntie June. Oh, and I mustn‟ t forget to 34 Spot, our little dog. I was 35 to go off by myself all day, 36 I promised to be careful and took Spot with me for 37.

One day I was out fishing with Spot when we heard a lot of shouting in the 38 followed by a scream and splash. I was a bit 39 so I called Spot and we both hid 40 a bush where we could see but not be 41 . After a few moments, a straw hat came drifting down the river, followed by an oar, a picnic basket and 42 oar. Then came the rowing boat itself, but it was 43 upside down ! A few seconds later my Dad and Auntie June came running 44 the river bank, both wet 45 . Spot started barking so I came out of hiding and said hello. My Dad got really angry 46 me for not trying to catch the boat as it went past. Luckily, 47 , the boat and both the oars had been caught by an overhanging tree a little further downstream, but not the hat or picnic basket. So I had to let them 48 my sandwiches. Dad and Auntie June both made me 49 not to tell Mum what had happened 50 she would be worried.

31.A.onB.byC.inD.across

32.A.whereB.thatC.whichD.when

33.A.planB.manageC.consumeD.spend

34.A.mentionB.bringC.sendD.lead

35.A.forcedB.orderedC.allowedD.encouraged

36.A.evenifB.providedC.lestD.asif

37.A.instructionB.inspectionC.protectionD.supervision

38.A.placeB.spaceC.skyD.distance

39.A.scaredB.amusedC.excitedD.disturbed

40.A.besideB.beforeC.behindD.beneath

41.A.seenB.viewedC.watchedD.observed

42.A.theotherB.eachotherC.anotherD.oneanother

43.A.rollingB.floatingC.circlingD.sinking

44.A.downB.besideC.toD.on

45.A.withinB.overC.underD.through

46.A.atB.againstC.withD.to

47.A.moreoverB.thenC.thereforeD.however

48.A.spareB.shareC.borrowD.divide

49.A.agreeB.decideC.guaranteeD.promise

50.A.exceptB.incaseC.inorderthatD.onconditionthat

n a devastating car accident.

The boy began lessons with an old Japanese judo master. The boy did well, so he couldn’t understand why, after 3 months of trains, the master had taught him only one move.“Master,” the boy finally said, “Shouldn’t I be learning more moves？” “This is the only move you know, but this is the only move you’ll need to know,” the master replied. Not quite understanding, but believing in his teacher, the boy kept training. Several months later, the master took the boy to his first tournament. Surprising himself, the boy easily won his first two matches. The third match proved to be more difficult, but after some time, his opponent became impatient and charged; the boy skillfully used his one move to win the match. Still amazed by his success, the boy was now in the finals. This time, his opponent was bigger, strong, and more experienced. For a while, the boy appeared to be outmatched. Concerned about the boy, the referee called a time-out. He was about to stop the match when the master came forward.

“No,” the master insisted, “Let him continue.”

Soon after the match resumed, his opponent made a fatal mistake. He dropped his guard. Instantly, the boy used his move to pin him. The boy won the match. He was the champion.

On the way home, the boy and his master reviewed every move in each and every match. Then the boy summoned the courage to ask what was really on his mind.

“Master, how did I win the tournament with only one move？”

“You won for two reasons,” the master answered. “First, you’ve almost mastered one of the most difficult throws in judo. And second, the only known defense for that move is for your opponent to grab your left arm.

16. Judging from the context, what happens when a referee calls a “time-out”(Line2, Para 7)？

A. The time for the game has run out

B. The game stops for a short time

C. Either side can claim victory

D. The game ends in a tie

17. Why did the master insist on continuing the match？

A. Because the time-out would give the opponent an advantage

B. Because the boy was confident of winning

C. Because he had confidence in the boy’s skill

D. Because all he cared about is winning the final

18. What caused the defeat of the boy’s opponent in the final？

A. Over-confidence

B. Impatience

C. Inexperience

D. The time-out

19. Why did the master only teach the boy one move？

A. The boy could not do other moves with only one arm

B. It was the only move the master knew well

C. It was the move his opponents were not good at

D. His opponent would be helpless when he made this move

20. What does the story show？

A. One can turn his weakness into an advantage

B. It is very important to have a good teacher

C. Even a disabled person can win in a judo match

D. To master judo one only needs to learn one difficult move

A.defense

B.evidence

C.effort

D.arrangement