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How（）time are you going to spend with me?
A . many
B . lot
C . much
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You are required to write about（）
A . location of your office
B . ways of life
C . places of work
D . means of transportatio
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We are going to have a singing party tonight. Would you like to join us?（）
A . I'm afraid not, because I have to go to an important meeting.
B . Of course not. I have no idea.
C . No, I can't.
D . That's all set.
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You are going to（）.
A . run aground
B . run grounded
C . aground
D . run grounding
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How much control you want to turn over to the car may（）your age and where you are going.
A . depend on
B . call on
C . come on
D . go o
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Are you ____? If you do this jump you're going to die.
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Forget about where we are going to play tennis as it is starting to rain.
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You aren’t going to the supermarket, are you? , I ’ m not going to the supermarket.
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What courses are you going to do next semester?I don't know. But it's about time ______ on something.
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When we are going to ask about somebody’s health, what can we say?
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When you are going to listen to a passage, before listening, what should you do firstly?
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42. To know where you are going, you are advised to ________ .
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——When are you going to _____? ——On 6 January.
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Are you going to buy all these rice?
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—What courses are you going to do next term？—I don't know. But it's about time_____on something.
A．I'd decide
B．I decided
C．I decide
D．I'm deciding
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Part B （10 points) You are going to read a text about Gold-Medal Workouts, followed by a l
Part B (10 points)
You are going to read a text about Gold-Medal Workouts, followed by a list of examples. Choose the best example from the list A—F for each numbered subheading (41—45). There is one extra example which you do not need to use.
Drawing on biomechanics and other sports science, Olympic hopefuls target just the right muscles and moves. Olympians of yesteryear shared the same goal, but they would hardly recognize today's training techniques. To achieve to Olympian ideal of "faster, higher, stronger," coaches now realize, athletes don't have to train more but they do have to train smarter. That's why, these days, cross-country (Nordic) skiers kneel on skateboards and tug on pulleys to haul themselves up a ramp.
By analyzing every motion that goes into a ski jump or a luge run, the science of biomechanics breaks down events into their component parts and determines which movements of which muscles are the key to a superlative performance. Knowing that is crucial for a simple hut, to many coaches and trainers, unexpected reason: it turns out that although training for general conditioning improves fitness, the best way to boost performance is by working the muscles and practicing the moves that will be used in competition. It's called sport-specific training.
(41) Ways to work the right muscles and train the right patterns of movement.
Sport-specific training doesn't have to mean running the actual course or performing the exact event. There are other ways to work the right muscles and train the right pattern of movement. Doing situps on a Swiss ball, for instance, develops torso control as well as strength. The Finnish ice-hockey team recently added acrobatics to its training regime because it helps players to balance on the ice, says head coach Raimo Summanen.
Performance-enhancing strategies.
The advances in physiology that have revolutionized training are giving sports scientists a better under-standing of how to improve strength, power, speed and both aerobic and anaerobic fitness:
(42) Training the start-up.
Speed is partly genetic. A star sprinter is probably born with a preponderance of fast twitch muscle fibers, which fire repeatedly with only microsecond rests in between. Speed training therefore aims to recruit more fast-twitch fibers and increase the speed of nerve signals that command muscles to move.
(43) Strength reflects the percentage of muscle fibers the body can recruit for a given movement.
"Someone with pure strength can recruit 90 percent of these fibers, while someone else recruits only 50 percent", says the USOC's Davis.
(44) Developing anaerobic fitness.
Anaerobic fitness keeps the muscles moving even when the heart can't provide enough oxygen. To postpone the point when acid begins to accumulate, or at least train the body to tolerate it, Jim Walker has the speed skaters he works with push themselves beyond what they need to do in competition.
Power is strength with speed.
"One of the biggest changes in strength training is that we're getting away from pure strength and emphasizing power, or explosive strength," says USOC strength-and- conditioning coordinator Kevin Ebel.
(45) Difficulties under way.
It's still difficult to persuade coaches to let sports scientists mess with their athletes.
To overcome such resistance, the USOC's Peter Davis has set up "performance-enhancing teams" where coaches and scientists put their heads together and apply the best science to training. Come February, the world will see how science fared in its attempt to mold athletic excellence.
A. Zach Lund races skeleton (a head-first, belly-down sled race), in which the start is crucial. He has to sprint in a bent-over position
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Part B （10 points) You are going to read a text about e-mail, followed by a list of detail
Part B (10 points)
You are going to read a text about e-mail, followed by a list of detail explanations or cited statements. Choose the best related ones from the list for each numbered subheading. There is an extra one which you do not need to use.
(41) Extends Language Learning Time and Place:
As many researchers have noted, e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mails, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e-mails from the comfort of their own room, from a public library or from a cyber-cafe, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language in a communicative context.
(42) Provides a Context for Real-world Communication and Authentic Interaction:
By connecting FL speakers outside of the classroom, e-mail also provides a context for communicating with other speakers in authentic communicative situations. Interaction via e-mail lends a feeling of reality to students' communicative efforts that may seem artificial in a classroom setting. This communicative interaction is much like spoken language because of its informal and interactive nature. Yet, unlike face-to-face communication, e-mail is in written form. and this can serve the language learner well.
(43) Expands Topics Beyond Classroom-based Ones:
Language teachers often have to follow a rigorous schedule in terms of content and/or grammatical topics to be presented and practiced in a semester or marking period. Large chunks of time can rarely be spared for free communication.
(44) Promotes Student-centered Language Learning:
In e-mail communication, FL learners can experience increased control over their own learning, since they can choose the topic and change the direction of the discussion. The end goal is to communicate with another person in the FL rather than to produce a mistake-free composition.
(45) Encourages Equal Opportunity Participation:
Beauvois (1997) reported that computer-mediated communication increased total class participation to 100%.
Connects Speakers Quickly and Cheaply
E-mail allows students to communicate with native speakers of the target language without the high cost of traveling a broad (Hedderich 1997; Roakes, 1998). Before the advent of the Internet, it was not possible to communicate so immediately and so frequently with native speakers or with other learners.
A. Others have noted that students reticent to speak in face-to-face contexts are more willing to participate in the electronic context (Beauvois, 1995; Gonzalez-Bueno, 1998; Warschauer, 1995).
B. Rankin (1997) notes that the additional interaction in the foreign language provides FL learners with more input than they would be able to expect from class time, which typically amounts to not more than four hours per week in most high school or college settings.
C. E-mail allows for communication between students in a context where the teacher's role is no longer at the center (Patrikis, 1995).
D. E-mail gives learners an additional context for discussion that can be—but does not necessarily have to be linked to topics being covered in class.
E. Frequently it is difficult for students to engage in an activity in a foreign language class without preparation ahead of time. A pre-class e-mail assignment can take care of the groundwork and save valuable class time. Examples are given of ways in which the teacher might prepare students for writing, listening, and speaking activities.
F. As Schwienkorst (1998) stressed, "The ma
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Find out about the room where you're going to give the talk and check that you will
A．suppliers
B．machine
C．equipment
D．facilities
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You are going to read a magazine article about the popularity of activity holidays. Choose the most suitable heading from the list A-I for each part (1-7) of the article. There is one extra heading which you de net need to use.
A A false sense of security
B Remote destinations
C Too risky for some
D Holidays that don't quite work
E New findings
F Very little real danger
G Too much routine
H Second-hand experiences
I Available to all
Activity Holidays
Whether it's bungee-jumping, climbing or sky-diving, we want to test ourselves on holiday. Peter Jones tries to find out why.
Risk-taking for pleasure is on the increase. Adventure activities and "extreme" sports are becoming very popular and attracting everyone from the young and fit to people who, until recently, were more likely to prefer walking round museums at weekends. Grandmothers are white-water rafting, secretaries are bungee-jumping, and accountants are climbing cliffs.
【B1】__________
Well-planned summer expeditions to tropical locations are now fashionable for European university students. As they wander over ancient rocks or canoe past tiny villages, away from it all, it ]s quite possible to feel "in tune with nature", a real explorer or adventurer.
【B2】__________ A whole blanch of the travel industry is now developing around controlled risks. Ordinary trippers, too, are met off a plane, strapped into rafts or boats and are given the sort of adventure that they will remember for years. They pay their money and they trust their guides, and the wetter' they get the better. Later, they buy the photograph of themselves "risking all in the wild".
【B3】__________
But why the fashion for taking risks, real or simulated？ The point that most people make ix that city lie is tame, with little variety, and increasingly corrtroled. Physical exercise is usually restricted to aerobics in the gym on a Thursday, and a game of football or tennis in the park or a short walk at the weekend.
【B4】__________
Says Trish Malcolm, an independent tour operator: "People want a sense of immediate achievement and the social element of shared physical experience is also important.' Other operators say that people find the usual type of breaks-such as a week on the beach-Loo slow. They say that participation in risk sports is a reflection of the restlessness in people. They are always on the go in their lives and want to keep up the momentum on holiday.
【B5】__________ But psychologists think it's even deeper than this. Culturally, we are being separated from the physical, outside world. Recent research suggests that the average person spends less and less time out of doors per day.
【B6】__________ Nature and the great outdoors are mostly encountered through wildlife films or cinema, or seen rushing past the windows of a fast car. In a society where people are continually invited to watch rather than to participate, a two-hour ride down a wild and fast- flowing river can be incredibly exciting.
【B7】__________ One psychologist believes that it is all part of our need to corrtrol nature. Because we have developed the technology to make unsinkable boats, boots that can stop us getting frostbite or rackets that allow us to survive in extreme temperatures, we are beginning to believe that nothing will harm us and that we are protected from nature. That is until nature shows us her true power in the form. of a storm, flood or avalanche.
【B1】______
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英译汉：When are you going to get your hair cut？
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听力原文：M: I often go to school by bike. How about you W: I often walk there.Q: How does听力原文：M: I often go to school by bike. How about you W: I often walk there. Q: How does the woman go to school
A．On foot．
B．By bus．
C．By bike
D．By taxi．
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—Are you thinking about going to New York for the holiday？ —NoBut if I_____the time, I would definitely go.
A．have
B．had
C．have had
D．would have
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Peter, are you going to make the ______ （）？
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When you know you are going to be introduced to others, be sure your right hand is free.()
此题为判断题(对，错)。
