The manager has got a good business _____ so the company is doing well.  

  A. idea                             B. sense                               C. thought                           D. thinking

Ladies and gentlemen, please remain __________ until the plane has come to a complete stop．

       A．seated          B．seating          C．to seat          D．seat

______ herself with other girls, she feels she is quite lucky．

     A．Comparing      B．Compared C．To compare      D．Being compared

第三部分：完形填空

      1.Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context.

      Behind our house is the start of a fascinating trail (小徑). This trail is one of the old roads that wind through untold miles of forest. My   36  , Beans, and I walk the trail frequently. Normally, Beans sniffs alongside the trail to follow the smell of a deer track or   37   some cause known only to him.

      Beans is a white dog, quite handsome and very   38 . He not only understands what we tell him, but also often makes sounds as if he were trying to   39   back.

      One morning, we took a different route, which led us to an unfamiliar trail. I was sure this trail would eventually lead us to our familiar   40  . But, no. We seemed to be far off course. After two hours, I suddenly realized that Beans probably   41   the way home. So I urged, "Beans, take me home." He ran down a new trail. But it merely led to an intersection (岔道口) of trails.

      Soon it became   42   that we were getting nowhere. I began to picture the rest of the day in the   43  , without food or drink. We had walked about ten miles. But Beans seemed totally   44 . The sniffing and exploring was going well for him.

     Finally, we   45   a crossroad near a highway. Lady Luck suggested I should turn left. We did and   46   reached a cottage beside a field. I knocked on the door and explained my situation to an old man. He laughed and then drove us home.

     Since our adventure, I   47   that Beans probably knew all along how to get home. He was just having too much fan exploring new trails.

36. A. deer                 B. dog                C. lady                D. man                 

37. A. imagine              B. consider            C. explore             D. present             

38, A. smart                B. sweet                C. slow                D. shy                  

39. A. turn                  B. kick                 C. jump               D. speak               

40. A. driveway             B. path               C. crossroad            D. highway           

41. A. knew                B. saw                C. showed              D. made              

42. A, mysterious            B. ridiculous           C. fascinating          D. apparent           

43. A. house               B. forest              C. field               D. cottage             

44. A. unconcerned          B. unconscious          C. undecided           D. uncomfortable  

45. A. left for              B. went off            C. came to             D. drove toward    

46. A. punctually            B. frequently           C. formally             D. shortly             

47. A. regretted             B. remembered         C. concluded           D. confirmed        

                         D

      This brief book is aimed at high school students, but speaks to anyone learning at any stage of life.

      Its formal, serious style closely matches its content, a school-masterly book on schooling. The author, W. H. Armstrong, starts with the basics: reading and writing. In his opinion, reading doesn’t just mean recognizing each word on the page; it means taking in the information, digesting it and incorporating it into oneself just as one digests a sandwich and makes it a part of himself. The goal is to bring the information back to life, not just to treat it as dead facts on paper from dead trees. Reading and writing cannot be completely separated from each other; in fact, the aim of reading is to express the information you have got from the text. I’ve seen it again and again: someone who can’t express an idea after reading a text is just as ineffective as someone who hasn’t read it at all.

      Only a third of the book remains after that discussion, which Armstrong devotes to specific tips for studying languages, math, science and history. He generally handles  these  topics  thoroughly (透徹地)  and  equally,  except  for  some weakness in the science and math sections and a bit too much passion (激情) regarding history.  Well, he was a history teacher —if conveyed only a tenth of his passion to his students, that was a hundred times more than my history teachers ever got across. To my disappointment, in this part of the book he ignores the arts. As a matter of fact, they demand all the concentration and study that math and science do, though the study differs slightly in kind. Although it’s commonly believed that the arts can only be naturally acquired, actually, learning the arts is no more natural than learning French or mathematics. My other comment is that the text aged. The first edition apparently dates to the 1960s —none of the references(參考文獻) seem newer than the late 1950s. As a result, the discussion misses the entire computer age.

      These are small points, though, and don’t affect the main discussion.  I recommend it to any student and any teacher, including the self-taught student.

63. According to Armstrong, the goal of reading is to _____________.

     A. gain knowledge and expand one’s view

     B. understand the meaning between the lines

     C. express ideas based on what one has read

     D. get information and keep it alive in memory

64. The author of the passage insists that learning the arts ___________.

     A. requires great efforts

     B. demands real passion

     C. is less natural than learning maths

     D. is as natural as learning a language

65. What is a shortcoming of Armstrong’s work according to the author?

      A. Some ideas are slightly contradictory.

      B. There is too much discussion on studying science.

      C. The style is too serious.

      D. It lacks new information.

66. This passage can be classified as ________________.

      A. an advertisement     B. a book review

      C. a feature story       D. a news report

If you suffer an injury during ______ exercise, or if _______ pain or discomfort makes you think an injury is developing, stop right away and call me.

A. the; a                     B. 不填; the             C. an; the                  D. 不填; 不填

______ the help of experienced career instructors, this type of job-hunting

training ____ to be very efficient.

A. By; has proved                                          B. With; has proved        

C. Under; is proving                                               D. With; is proved

書面表達(滿分15分)

假設(shè)你叫李華，是一家英文雜志社的心理咨詢師。某中學生小王給你寫信，提到自己偏胖，想節(jié)食減肥，征求你的意見。請你給她回一封信，談談你對該問題的見解。內(nèi)容要點如下：

1．健康比漂亮更重要；

2．學生以學習為主，不要過于注重外貌和別人的看法；

3．可通過多鍛煉身體保持健康，要改變不良的飲食習慣；

4．健康的心態(tài)也很重要。

注意：  1．短文必須包括所有內(nèi)容要點，可適當發(fā)揮；

2．詞數(shù)：100左右。    3．參考詞匯：state of mind 心態(tài)

Dear Xiao Wang,

                                                                   Yours,

The police were seeking more information to find out ____ the rich film star.

A. who was it that killed                 B. who it was that killed  

C. it was who killed                    D. who was it killed

C

How do apology languages work? Have you ever tried to apologize, only to be refused? It may be that you were offering a partial apology in a “l(fā)anguage” , that was foreign to your listener. The five languages of apology include:

Apology Language 1: “I am sorry.”

List the hurtful effects of your action. Not “I am sorry if …”, but “I am sorry that…”. You might ask if they want to add any points that you have not recognized.

Apology Language 2:“I was wrong.”

     Name your mistake and accept fault. Note that it is easier to say “You are right” than “ I am wrong”, but the latter carries more weight.

Apology Language 3: “ What can I do to make it right?”

     How are you now? How shall I make amends(彌補) to you? How can I restore your confidence that I love you— even though I was so hurtful to you?

Apology Language 4: “I’ll try not to do that again.”

     Engage in problem-solving. Don’t make excuses for yourself such as, “Well, my day was just so…” Instead, offer what you will change to prevent yourself from putting them in the same bad situation again.

Apology Language 5: “Will you please forgive me?”

      Be patient in seeking forgiveness. They may need some time or greater clarification of your input from Apology Languages 1-4.

      Finally, your apology may not be accepted, but at least you know that you have been faithful in offering a sincere olive branch of peace.

63. The passage mainly talks about___________

   A. 5 tips for apologies that work

   B. 5 ways of refusing apologies

   C. the function of  apology languages

   D. the importance of  apology languages

64. According to Paragraph 1, your apology may be refused mainly because________

   A. your listeners can’t understand your dialect

   B. your listeners can’t hear what you said clearly

   C. your apology is not sincere.

   D. your apology is not expressed well enough.

65. When offering an apology , which of the following does the author prefer?

   A. “You are right”

B. “I am sorry if …”

C.“I was wrong.”

D. “Well, my day was just so…”

66. In the last paragraph, the author tells us even if your apology may not be accepted, at

least ___________.

   A. It’s your fault any more

   B. your mind will be at peace

   C. your friend will make peace with you.

   D. your apology is true to your heart