[单选题]striveA. 放弃B. 努力C. 拖延D. 失败

Although a teenager, Fred could resist ____ what to do and what not to do.A. having been toldB. to have been toldC. to be toldD. being told

The_engine usually be directly coupled to the propeller as the maximum efficiency of each can be matched at a suitable rotational speed.A. medium speed two-strokeB. high speed four-strokeC. slow speed two-strokeD. medium speed four-stroke

泄露 ____.A. give awayB. give outC. give upD. give off

I would feel uncomfortable without contact access to information through my smartphone.A. Strongly disagreeB. DisagreeC. Somewhat disagreeD. NeutralE. Somewhat agreeF. AgreeG. Strongly agree

Someone called me up in the middle of the night,but they hung up________I could answer the phone.A. sinceB. untilC. beforeD. as

So what have they taught you at college about interviews Some courses go to town on it, others do very little. You may get conflicting advice. Only one thing is certain: the key to success is preparation. There follow some useful suggestions from a teacher training course coordinator, a head of department and a headteacher. As they appear to be in complete harmony with one another despite never having met, we may take their advice seriously. Oxford Brookes University’s approach to the business of application and interview focuses on research and rehearsal. Training course coordinator Brenda Stevens speaks of the value of getting students "to deconstruct the advertisement, see what they can offer to that school, and that situation, and then write the letter, do their CVs and criticize each other’s." Finally, they role-play interviewer and interviewee. This is sterling stuff, and Brookes students spend a couple of weeks on it. "The better prepared students won’t be thrown by nerves on the day," says Ms Stevens. "They’ll have their strategies and questions worked out." She also says, a trifle disconcertingly, "the better the student, the worse the interviewee". She believes the most capable students are less able to put themselves forward. Even if this were true, says Ms Stevens, you must still make your own case. "Beware of informality," she advises. One aspirant teacher, now a head of department at a smart secondary school, failed his first job interview because he took his jacket off while waiting for his appointment. It was hot and everyone in the staffroom was in shirtsleeves but at the end of the day they criticized his casual attitude, which they had deduced from the fact that he took his jacket off in the staffroom, even though he put it back on for the interview. Incidentally, men really do have to wear a suit to the interview and women really cannot wear jeans, even if men never wear the suit again and women teach most days in jeans. Panels respond instantly to these indicators. But beware: it will not please them any better if you are too smart. Find out about the people who will talk to you. In the early meetings they are likely to be heads of departments or heads of year. Often they may be concerned with pastoral matters. It makes sense to know their priorities and let them hear the things about you that they want to hear. During preliminary meetings you may be seen in groups with two or three other applicants and you must demonstrate that you know your stuff without putting your companions down. The interviewers will be watching how you work with a team. But remember the warning about informality: however friendly and co-operative the other participants are, do not give way to the idea that you are there just to be friends. Routine questions can be rehearsed, but "don’t go on too long," advises the department head. They may well ask. "What have been your worst/best moments when teaching", or want you to "talk about some good teaching you have done". The experts agree you should recognize your weaknesses and offer a strategy for overcoming them. "I know I’ve got to work on classroom management -- I would hope for some help," perhaps. No one expects a new teacher to know it all, but they hope for an objective appraisal of capabilities. Be warned against inexpert questioning. You may be asked questions in such a way that it seems impossible to present your best features. Some questions may be plain silly, asked perhaps by people on the panel who are from outside the situation. Do not be thrown, have ways of circumnavigating it, and never ever let them see that you think they have said something foolish. You will almost certainly be asked how you see the future and it is important to have a good answer prepared. Some people are put off by being asked what they expect to be doing in five or ten years’ time. On your preliminary visit, says the department head, be sure to give them a bit of an interview of your own, to see the direction the department is going and what you could contribute to it. The head teacher offers his thoughts in a nine-point plan.● Iron the application form! Then it stands out from everyone else’s, which have been folded and battered in the post. It gives an initial impression which may get your application to the top of the pile.● Ensure that your application is tailored to the particular school. Make the head feel you are writing directly to him or her.● Put yourself at ease before you meet the interviewing panel, if you are nervous, you will talk too quickly. Before you enter the room remember that the people are human beings too; take away the mystique of their roles.● Listen. There is a danger of not hearing accurately what is being said. Make eye contact with the speakers, and with everyone in the room.● Allow your warmth and humanity to be seen. A sense of humour is very important.● Have a portfolio of your work that can link theory to practice. Many schools want you to show work. For a primary appointment, give examples from the range of the curriculum, not just art. (For this reason, taking pictures on your teaching practice is important. )● Prepare yourself in case you are asked to give a talk. Have prompt cards ready, and don’t waffle.● Your speech must be clear and articulate, with correct grammar. This is important. they want to hear you and they want to hear how well you can communicate with children. Believe in yourself and have confidence. Some of the people asking the questions don’t know much about what you do. Be ready to help them. Thus armed, you should have no difficulty at all. Good luck, and keep your jacket on!Ms Brenda Stevens suggests that before applying job applicants shouldA. go through each other’s CVs.B. rehearse their answers to questions.C. understand thoroughly the situations.D. go to town to attend training courses.

47.(单选题，2.0分)From the ___，the treated oil is pumped through a pressurized fuel system to the engine.A. storage tankB. service tankC. renovating tankD. settling tank

英文阅读理解Directions: Read the following passages carefully and choose the best answer from the four choices marked A, B, C and D. Questions 1 to 5 are based on the same passage or dialog.Language is a way to communicate with each other. We started to learn language when we were born. However, people are used to speaking their native language, so immigrants are having many problems between the first generation and the second generation because they don't have the same native language. Also, the second generation is losing their identity. Especially in America, there are many immigrants that came from different countries to succeed in the States. Because they suffer in lots of areas such as getting a job and trying to speak English, they want their children to speak English, not only at school, but also at home in order to be more successful. Because of this situation, their children are losing their ethnic identity and, even more, they are ignoring their parents whose English is not very good.I think most immigrants are trying to preserve their native language in their new country, but this doesn't help very much in getting a good job. My aunt didn't teach Korean to her children in order to help them succeed in the US; she did so, hopefully, to help them establish a Korean identity. Though the second generation is born in the new country, they often get confused about their identity. My cousins told me that when they visited Korea a few years ago, they felt different from other Koreans. They could even feel it just strolling around the street because they wore different clothes.We must realize that language is important and valuable for many reasons. Immigrants should make an effort not to be ignored by their children and to make their children understand their heritage by teaching them the parents' language. This is important in helping the second generation establish their identity.1. Which people are having trouble with language? A. Natives. B. People of the 2nd generation. C. People when born. D. Immigrants. 2. Why are children ignoring their parents? A. Children have lost their identity. B. Parents cause children to suffer. C. They speak different languages. D. They have different job levels. 3. The author's aunt taught Korean ________. A. so she could preserve her language B. so she would have a job in America C. to help children succeed in their new country D. to help children keep their Korean identity 4. The author's cousins felt ________. A. they were not similar to people in Korea B. they could not get a job in America C. it was all right to look and feel different D. it was important to keep their identity 5. A proper title for this passage is ________. A. The Identity of the Second Generation B. Korean Problems in America C. Learning a New Language in the US D. Keeping Your Culture in a New Land

[单选题] make an impactA. 造成影响B. 避免冲突C. 失去机会D. 忽略问题