题目内容

阅读下面短文，掌握其大意，然后从21—30各题所给的A、B、C和D项中，选出最佳选项，并在答题卡上将该项涂黑。
Wouldn't it be great if we didn't have to remember passwords (密码) ever again？If we could just sit in front of our computers and be   21   logged in (登录? Crave mentions how NECSoft BiodeLogon system uses face recognition technology to log you on to Windows, rather than using a  22 All you need is a webcam and your pretty face to   23  your PC. No more 24  , confusing passwords to remember or change every few months.
After doing a little research, I found this type of  25  already available to consumers via a relatively   26  application called FaceCode. The  27 requires the use of a webcam to recog- nize and log PC users into their systems. You can add as many  28 as you want, provided they each have a Windows account. If the system   29  to recognize your  30 , you can recall the Windows user name and password by using a hot-key combination.
小题1:
A．automaticallyB．personallyC．correctly D．occasionally
小题2:
A．faceB．passwordC．softwareD．system
小题3:
A．accessB．connectC．recognizeD．remember
小题4:
A．simpleB．complicatedC．specialD．useful
小题5:
A．computer B．technologyC．passwordD．application
小题6:
A．independentB．infrequentC．inexpensiveD．instant
小题7:
A．accountB．consumerC．designerD．software
小题8:
A．usersB．passwordsC．systemsD．computers
小题9:
A．beginsB．triesC．failsD．stops
小题10:
A．accountB．nameC．passwordD．face

小题1:A
小题2:B
小题3:A
小题4:B
小题5:B
小题6:C
小题7:D
小题8:A
小题9:C
小题10:D

小题1:automatically意为“自动地,机械地”。根据上文中的“Wouldn’t it be great if we didn’t have to remember passwords ever again?”下文中的“Crave mentions how NECSoft BiodeLogon system uses face recognition technology to log you on to Windows”可判断出不用密码而是通过面部识别技术就可以自动地登录Windows。personally意为“亲自地，作为个人”。correctly意为“恰当地,正确地”。
小题2:  password意为“密码,口令”。根据上文中的“Crave mentions how NECSoft BiodeLogon system uses face recognition technology to log you on to Windows”可判断出登录Windows是通过面部识别技术而不是通过密码。system意为“系统”。
小题3:access意为“存取”。根据上文中的“Crave mentions how NECSoft BiodeLogon system uses face recognition technology to log you on to Windows”可判断出只要有一个摄像头，一张漂亮的脸蛋，就可以“访问”你的个人电脑了。connect意为“连接,联合,关连”；recognize意为“认可,承认,公认,赏识”；remember意为“回忆起,铭记,纪念，记得”。
小题4:complicated意为“复杂的,难解的”。根据上文中的内容和下文中的“confusing passwords to remember or change every few months”可判断出由于不需记忆混乱的密码或过几个月改变密码使操作过程不再那么复杂。simple意为“简单的,简易的”；special意为“特别的,特殊的,专门的,专用的”;useful意为“有用的,有益的,有帮手的”。
小题5:technology意为“工艺,科技,技术”。根据上文中的“Crave mentions how NECSoft BiodeLogon system uses face recognition technology to log you on to Windows”可判断出经过研究找到这个项技术。computer意为“计算机,电脑”；application意为“请求,申请,申请表,应用,运用,施用,敷用”。
小题6:inexpensive意为“便宜的,不贵重的”，表示这种应用软件相对便宜。independent意为“独立自主的,不受约束的”；infrequent意为“稀少的,很少发生的,罕见的”；instant意为“立即的,直接的,紧迫的,刻不容缓的”。
小题7:software意为“软件”。根据上文中的“application called FaceCode”可判断出这是一种软件，software与前文application同义，都指“软件”。表示“该软件需用到一个摄像头来识别，并帮助计算机用户登陆到他们的系统当中”。account意为“计算,账目,说明,估计,理由”；consumer意为“消费者”；designer意为“设计家,制图师”。
小题8:user意为“用户”。根据上文中的“...requires the use of a webcam to recognize and log PC users into their systems.”可判断出你可以想增加多少个用户就增加多少个用户，只要为他们每人提供一个账户就可以了。
小题9:fail意为“失败”。根据下文中的“you can recall the Windows user name and password by using a hot-key combination”可判断出如果系统不能识别你的脸，你只要调出窗口用户名和密码就可以了。begin意为“开始,首先”；try意为“试,试图,努力”；stop意为“停止,被塞住”。
小题10:face意为“脸”。根据上文中的face recognition technology和整个短文的内容可判断出如果系统不能识别你的脸。name意为“名字,名称,姓名,名誉”；password意为“密码”。account意为“账目”。
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阅读下面短文，按照要求回答问题(共5小题；每小题3分，满分15分)
The Monster of Lake Tianchi
The "Monster of Lake Tianchi" in the Changbai Mountains in Jilin province, northeast China, is back in the news after several recent sightings. The director of a local tourist office, Meng Fanying, said the monster, which seemed to be black in colour, was ten metres from the edge of the lake during the most recent sighting. "It jumped out of the water like a seal—about 200 people on Changbai's western peak saw it," he said. Although no one really got a clear look at the mysteriouscreature, Xue Junlin, a local photographer, claimed that its head looked like a horse.
In another recent sighting, a group of soldiers claim they saw an animal moving on the surface of the water. The soldiers, who were walking along the side of the lake, watched the creature swimming for about two minutes. "It was greenish-black and had a round head with 10-centimetre horns", one of the soldiers said.
A third report came from Li Xiaohe, who was visiting the lake with his family. He claims to have seen a round black creature moving quickly through the water. After three or four hundred metres it dived into the water. Ten minutes later the monster appeared again and repeated the action. Mr Li Xiaohe said that he and his family were able to see the monster clearly because the weather was fine and the lake was calm.
There have been reports of monsters in Lake Tianchi since the beginning of the last century, although no one has seen one close up. Some photos have been taken but they are not clear because it was too far away. Many people think the monster may be a distant cousin of the Loch Ness monster in Scotland. They also think that there might be similar creatures in other lakes around the world. Scientists, however, are sceptical. They say that the low-temperature lake is unlikely to be able to support such large living creatures.
Lake Tianchi is the highest volcanic lake in the world. It is 2,189 metres high and covers an area of about ten square kilometres. In places it is more than 370 metres deep.
76. How many sightings of the monster does the article report?
_________________________________________________________________________________
77. Who saw the monster clearly, and why?
_________________________________________________________________________________
78. Which description of the monster is most detailed?
_________________________________________________________________________________
79. When was the monster first sighted?
_________________________________________________________________________________
80. What is special about Lake Tianchi?
_________________________________________________________________________________
阅读下面短文，掌握其大意，然后从36-45各题所给的A、B、C、D四个选项中，选出一个最佳答案。
I don’t think there is any one being as interested in food as I. We lived on a farm in Lincolnshire and had a good    36  . She made fantastic English food; her roast beef was out of this world. I used to love going down to the     37 _  and watching her work, and I learned a lot from her. I realized that I wanted to be a cook when I was about 12. When other boys  __ 38   to do sports after school, I helped with cooking at home. By the time I was 15, I had   _39   to be a cook. However, I knew my parents wouldn’t allow me to be a cook. I had to tell them about it    40.
I told them that I wanted to do a cookery course for fun, and stayed for a month in a hotel in Torquay. I enjoyed it so much that I couldn’t put off telling my parents any longer,   41  I brought the subject up one night over dinner.  42  there was silence, and then my father asked me why. I explained that cooking was   43  painting a picture or writing a book. Every meal was a work of creation. I could see that my father disagreed, but he was not   44 . He just looked at me and smiled. My mother kissed me. And now I have my own restaurant, and it goes well. I can see they are   45 me. However, my grandfather thinks I’m mad to give up farming.
小题1:
A．farmerB．painterC．cookD．nurse
小题2:
A．restaurantB．hotelC．farmD．kitchen
小题3:
A．choseB．refusedC．hatedD．failed
小题4:
A．decidedB．agreedC．managedD．turned
小题5:
A．easilyB．softlyC．slowlyD．quietly
小题6:
A．butB．soC．orD．for
小题7:
A．At firstB．At lastC．At leastD．At times
小题8:
A．withB．likeC．aboutD．above
小题9:
A．patientB．satisfiedC．quietD．angry
小题10:
A．proud ofB．sorry forC．friendly toD．strict with

II. 完形填空
Coming home from school that dark winter day so long ago, I was filled with excitement of having the weekend off. But I was   31   into stillness by what I saw. Mother, seated at the far end of the sofa, was    32   , with the second--hand green typewriter on the table. She told me that she couldn't    33    fast and then she was out of work. My shock and embarrassment at finding Mother in tears was a perfect proof of how    34    I understood the pressure on her. Sitting beside her on the sofa, I began very slowly to understand. "I guess we all have to   35   something," Mother said quietly. I could   36    her pain and the tension of   37   the strong feeling that were interrupted by my   38    . Suddenly, something inside me lit up. I reached out and put my arms around her. She broke then. She put her face    39   my shoulder and sobbed. I held her   40   and didn't try to talk. I knew I was doing what I should, what I could and that was   41   . At that moment, feeling Mother's   42    with feelings, I understood for the first time her being easy to   43   . She was still my mother,   44   she was something   45    : a person like me, capable of fear,   46   and failure. I could feel her pain as she must have felt mine on a thousand occasions when I sought   47   in her arms.
A week later Mother took a job selling dry goods at half the salary the radio station   48   .
"It's a job I can do, though." She said simply. But the evening practice on the green typewriter continued. I had a very   49   feeling now when I passed her door at night and heard her  50   away across the paper. I knew there was something more going on in there than a woman learning to type.
31. A. fooled  B. tricked       C. puzzled      D. shocked
32. A. crying  B. smiling      C. thinking     D. whispering
33. A. write    B. type    C. run     D. wash
34. A. eagerly B. worriedly   C. hurriedly    D. happily
35. A. fail      B. win     C. forget D. gain
36. A. realize  B. understand  C. sense   D. recognize
37. A. holding back       B. putting away      C. holding on  D. stopping from
38. A. pain     B. laughter     C. arrival D. cry
39. A. by     B. upon   C. beside D. against
40. A. tightly  B. rudely C. carefully    D. politely
41. A. enough B. little   C. all      D. nothing
42. A. hand     B. face    C. hair    D. back
43. A. content B. break  C. fall     D. shout
44. A. therefore      B. although     C. yet      D. however
45. A. more    B. excellent    C. strange       D. huge
46. A. wound  B. pride   C. success       D. hurt
47. A. kindness      B. memory     C. comfort      D. support
48. A. supplied       B. offered       C. paid    D. contributed
49. A. different      B. hard    C. pleasant      D. serious
50. A. crying  B. laughing     C. tapping      D. sewing
Many people go to school for an education. They learn languages, history, geography, physics, chemistry and mathematics. Others go to school to learn a skill so that they can make a living. School education is very important and useful. Yet no one can learn everything from school. A teacher, no matter how much he knows, cannot teach his students everything they want to know. The teacher’s job is to show his students how to learn. He teaches them how to read and how to think. So, much more is to be learned outside school by the students themselves.
It is always more important to know how to study by oneself than to memorize (记住) some facts or a formula (公式). It is usually quite easy to learn a certain fact in history or a formula in mathematics. But it is very difficult to use a formula in working out a maths problem. Great scientists, such as Einstein, Newton and Galileo didn’t get everything from school. But they were all so successful. They invented so many things for mankind.   Above all, they knew how to use their brains.
小题1: Whether he is more ________or less, a teacher can’t teach his students everything they want to know.
A．importantB．usefulC．difficultyD．knowledgeable (有知识的)
小题2:A teacher’s job is mainly to train his students to master the ability of __________.
A．learning by themselvesB．making a living
C．reading and thinkingD．studying all the subjects
小题3: The reason for scientists’ success is that _______.
A．they read books that were not taught at schoolB．they worked all their lives
C．they wasted not a single momentD．they knew how to use their brains
Suppose you want to go abroad and learn about the foreign exchange in culture in different countries．Here is some information you may need．
Name：Susan Lane       Age：22
Place：Reykjavik, Iceland, 1994.
Cost：$7,000
Organization：AFS
Experience：“I think it was a turning point in my life．I began to understand more about my own culture by experiencing another culture and seeing how other people live.”
 
Name：Sara Small        Age：23
Place：Crivitz, Germany, 1996.
Cost：$8,000
Organization：EF Foundation
Experience：“I love the traveling and I made a lot of friends．I found the European school system to be hard but I am fluent now in German so it was worth it．I did miss my family and friends in Australia but I would love to do it again.”
 
Name：David Links       Age：16
Place：Stuttgart, Germany, 1996.
Cost：$6,000
Organization：Southern Cross Cultural Exchange
Experience：“I wanted to try something that was very different in culture．In Germany everything was different but I soon got settled．The family I was with was great and I really feel as though I have a second family.”
 
Name：Tom Jennings      Age：21
Place：Conflans, France, 1995..
Cost：$7,000
Organization：Southern Cross cultural Exchange
Experience：“There were times when it was difficult but I liked it, experiencing a different culture．You just have to play each situation as it comes．If there is one thing you learn when you are on a student-exchange program it is how to take care of yourself.”
 
Name：Linda Marks       Age：19
Place：Chonburi Province, Thailand, 1994.
Cost：$3,500
Organization：Rotary International
Experience：“There are lots of ups and downs, but you always come back for more．I had a few problems but there was always someone to turn to and that was great.”
小题1:According to the information, taking part in a foreign exchange program can cost _______．
A．from $6,000 to $8,000B．from $3,500 to $8,000
C．anything from $3,500D．no more than $7,000
小题2:Most of the students had their trips organized by ________．
A．EF Foundation B．AFS
C．Rotary International D．SCCE
小题3:The students who refer to both the good and bad times as an exchange student include ______．
A．Susan Lane and Sara SmallB．Linda Marks and David Links
C．Tom Jennings and Linda MarksD．Susan Lane and Tom Jennings

Determined to make school more related to the workplace, Roosevelt High School in Portland, Oregon, developed a school-to-work program. In their first year, students are offered some job pathways in natural resources, human services, health care, business, arts and communication. The following year, each student chooses one of the pathways and examines it in depth, spending three hours a week watching someone on the job. Such a program is also in practice in some other states.
The school-to-work program is built around a partnership(伙伴关系). For example, Eastman Kodak, a major employer（雇主） in Colorado, introduces students to business by helping them construct（建设） a model city using small pieces of wood. “The children use the models to decide on the best place to set up schools,” says Lucille Mantelli , director for Eastman Kodak in Colorado.  Kodak introduces math by teaching fifth graders to use their pocket money properly.  They also provide one-on-one job watching experiences and offer chances of practice for high school juniors and seniors. “Students come to the workplace two or three hours a week,” explains Mantelli. “They do the job for us. We pay them and they get school credits (学分). We also give them our views on their performance and developmental opportunities.”
In these partnerships, everybody wins. The students tend to（倾向于） take more difficult courses than students in schools that don’t offer such programs. Business benefits（获益） by having a better prepared workforce needed in future years. “It’s a way for us to work with the school systems to develop the type of workforce we’ll need in future years,” Mantelli continued. “We need employees who understand the basics of reading and writing. We need them to be good at math and to be comfortable working on a team.”
“Our theory is that they can learn as much outside the classroom as in. All students have the ability to change the world, not just to live in it. To do that, they have to know how to solve problems and use critical（批判的）thinking skills. We need to encourage them to dream about jobs that go beyond what they see today,”  concludes（得出结论） a school-to-work program organizer.
58. Using the example of Eastman Kodak in Colorado, the writer shows us ____.
A. what the school decides to do 
B. why the students get paid for their jobs 
C. where the students have their math class 
D. what role the business plays in the program
59. The main purpose of the school-to-work program is to _____.
A. offer students more difficult courses             
B. introduce new job opportunities to schools
C. improve relations between students and teachers 
D. make what students learn in school related to the workplace
60. According to the text, Lucille Mantelli is ____.
A. a math teacher                 B. a school designer      
C. a company manager          D. a program organizer
61. What does the writer mean by saying “…everybody wins.” (Paragraph 3)?
A. Students get school credits by taking examinations.
B. Both students and business benefit from the program.                  
C. The working conditions of the company have improved greatly.
D. Every teacher and student gets paid for working outside the school.

People are so busy these days that many have no time to cook. This is a problem, because many families love home cooking! A family meal brings everyone together. In some families, meals are often the only time everyone sees one another at the same time.
Another reason people enjoy home cooking is that it is often a way of showing love. A parent who makes some cookies is not just satisfying a child's sweet tooth. She or he is sending a message. The message says,“I care about you enough to spend an hour making cookies that you will eat up in no time.”
There is also something about the smell of home cooking. The smell of home cooking pleases people of all ages. It makes most of us feel good and loved—even if we are the ones doing the cooking! Next time you smell a cake being cooked, stop for a moment and pay attention to your mood.
1. Fewer people cook now because _________.
A. they have no time.               B. they are not busy.
C. many people don't like cooking.    D. they don't like family meals.
2. A parent spends an hour making cookies __________.
A. just to satisfy her or his child's sweet tooth    B. only to send a message.
C. so her child can eat them in 15 minutes      D. to show her or his love
3. The writer thinks the smell of home cooking makes us _________.
A. feel happy                 B. interested in cooking
C. pay attention to our mood     D. love others
4. What's the main idea of this passage?
A. Family meals are important.     B. How to make cookies.
C. People are too busy to cook.     D. Home made cookies taste better。

Intensive Courses for Teachers of English
plus Teaching Knowledge Test ( TKT) Preparation
Who is the Teaching Knowledge Test (TKT) for?
Anglo-Continental has developed 2 to 4 week courses preparing candidates for the University of Cambridge' s TKT to develop the knowledge and teaching skills of people who teach English to primary, secondary and adult learners, and also people who are interested in teaching as a career. This qualification will help you to understand:
different methodologies for teaching
the ' language of teaching'
the ways in which resources can be used
the key aspects of lesson planning
classroom management methods for different needs
Click here to go to the official Cambridge ESOL website for the TKT
http: //www. cambridgeesol, org/exams/teaching-awards/tkt, html
Click here for the TKT Course Schedule 2010
http: //www. anglo-continental, com/elv/uk/forms/TKT/TKT Course 2010. pdf
What does the TKT involve?
The methodology and language awareness lessons cover four TKT modules:
Module 1 -- Language and background to language learning and teaching
Describing language and language skills Using accurate terminology (术语)
Factors affecting how a learner learns
Comparing and evaluating different types of lessons
Module 2 -- Planning lessons and use of resources for language teaching
Planning and preparing a lesson or sequence of lessons
Selection and use of resources and materials
Module 3 -- Managing the teaching and learning process
Teachers' and learners' language in the classroom
Classroom management
TKT KAL Module -- Knowledge about language
Knowledge of the language systems (lexis, phonology, grammar, discourse) needed by teachers for planning and teaching their lessons
Awareness of the language needs of learners and the difficulties involved in learning a second language
Each module consists of 80 objective, multiple choice questions and takes 80 minutes to complete. A successful trainee will receive a University of Cambridge ESOL Certificate stating that he/she has passed the module (s). A University of Cambridge ESOL qualification will improve a teacher' s confidence, personal development and job prospects.
68. Who is the Teaching Knowledge Test (TKT) for?
A. Candidates for the University of Cambridge's TKT.
B. Students in primary, secondary and universities.
C. Adult learners aiming to teach English abroad.
D. International students studying in Anglo-Continental.
69. Which of the following is excluded in the methodologies of the intensive courses?
A. Teaching how to teach language.                    B. Teaching how to plan lessons.
C. Teaching how to manage classroom.        D. Teaching how to do well in exams.
70. In which module can you learn how to analyze the learning difficulties of non-native learners of English?
A. Module 1.          B. Module 2.                C. Module 3.             D. TKT KAL Module.
71. What can the trainee expect with the University of Cambridge ESOL qualification?
A. He can believe he can do everything.             B. He can find more job opportunities.
C. He can pass the modules more easily.             D. He can pay less money to the courses.

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