文章大意：这是一篇说明文。主要介绍了收紧向儿童出售烟草的商店可以帮助阻止青少年吸烟，但是不能完全解决这一问题，阻止青少年吸烟仍然是当今许多社区面临的大挑战。
1 . Stopping teens from smoking is a big challenge many communities face today. Many communities can only watch without being able to act while local businesses continue to sell tobacco products to children, even under the risk of punishment by law.
Recent studies show that a large percentage of teens today are getting their cigarettes from stores, mostly gas stations or convenience stores. As teens continue to be able to buy their own cigarettes, more and more communities begin to punish those who sell cigarettes to the teens.
One community has experienced success in their attempts to stop the sale of tobacco products to children. Woodridge, Illinois, started a program seven years ago which forbade and strictly punished the sale of tobacco products to children. The entire program includes local licensing of vendors (小贩), repeated undercover inspections to see if the sale to children has stopped, and education programs in schools. Woodridge has become a model community as other communities are moving to stop teen tobacco use.
A recent national study showed that 36.5% of females, and 40.8% of males buy their cigarettes from stores, whether it is a gas station or a supermarket. Hopefully, as more and more sellers see the trouble they face if caught selling to children, they will stop selling.
True, tightening down on stores that sell tobacco to children isn’t going to completely stop the problem of teen tobacco use. Teens continue to get them from other sources. But it definitely does prevent their efforts. With more education in schools, and perhaps stronger punishments for teens caught with tobacco, more and more teens will see the problems with the tobacco usage, and will stop the habit.
1. To stop teens from smoking, more and more communities are ________.
2. Which of the following is NOT a way Woodridge uses to stop tobacco sale to children?
3. It can be inferred from the passage that _____________.
4. What attitude does the writer have towards stopping teen tobacco abuse?
Recent studies show that a large percentage of teens today are getting their cigarettes from stores, mostly gas stations or convenience stores. As teens continue to be able to buy their own cigarettes, more and more communities begin to punish those who sell cigarettes to the teens.
One community has experienced success in their attempts to stop the sale of tobacco products to children. Woodridge, Illinois, started a program seven years ago which forbade and strictly punished the sale of tobacco products to children. The entire program includes local licensing of vendors (小贩), repeated undercover inspections to see if the sale to children has stopped, and education programs in schools. Woodridge has become a model community as other communities are moving to stop teen tobacco use.
A recent national study showed that 36.5% of females, and 40.8% of males buy their cigarettes from stores, whether it is a gas station or a supermarket. Hopefully, as more and more sellers see the trouble they face if caught selling to children, they will stop selling.
True, tightening down on stores that sell tobacco to children isn’t going to completely stop the problem of teen tobacco use. Teens continue to get them from other sources. But it definitely does prevent their efforts. With more education in schools, and perhaps stronger punishments for teens caught with tobacco, more and more teens will see the problems with the tobacco usage, and will stop the habit.
1. To stop teens from smoking, more and more communities are ________.
| A．punishing those who sell cigarettes to teens more severely |
| B．punishing teens caught with tobacco more severely |
| C．educating those who sell cigarettes about the danger of teen smoking |
| D．stopping the sale of tobacco products in stores |
| A．Local licensing to tobacco sale. | B．Repeated undercover inspections. |
| C．Education programs in schools. | D．Stronger punishment of teens caught smoking. |
| A．teens can only buy cigarettes from gas stations and convenience stores |
| B．more communities have succeeded in stopping teen tobacco use |
| C．More males than females have the habit of smoking in America |
| D．Punishment alone cannot solve the problem of teen tobacco use |
| A．Negative | B．Optimistic | C．Uncertain | D．Uncaring |
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文章大意：这是一篇说明文。在我们的文化中，我们常说的“控制感”——感觉自己很重要有价值，与“快乐感”——发现生活的乐趣，它们的来源是不尽相同的。
2 . In our culture, the sources of what we call a sense of “mastery” —feeling important and worthwhile—and the sources of what we call a sense of “pleasure”—finding life enjoyable—are not always the same. Women often are told “You can’t have it all.” Sometimes what the speaker really is saying is: “You choose a career, so you can’t expect to have closer relationships or a happy family life.” or “You have a wonderful husband and children—what’s all this about wanting a career?” But women need to understand and develop both aspects of well-being, if they are to feel good about themselves.
Our study shows that, for women, well-being has two aspects. One is mastery, which includes self-respect, a sense of control over your life, and low levels of anxiety and depression. Mastery is closely related to the “doing” side of life, to work and activity. Pleasure is the other aspect, and it is made up of happiness, satisfaction and optimism. It is tied more closely to the “feeling” side of life. The two are independent of each other. A woman could be high in mastery and low in pleasure, and vice versa(反之亦然). For example, a woman who has a good job, but whose mother has just died, might be feeling very good about herself and in control of her work life, but the pleasure side could be damaged for a time.
The concepts(概念)of mastery and pleasure can help us identify(找到) the sources of well-being for women, and correct past mistakes. In the past, women were encouraged to look only at the feeling side of life as the source of all well-being. But we know that both mastery and pleasure are important. And mastery seems to be achieved largely through work. In our study, all the groups of employed women were valued significantly higher in mastery than women who were not employed.
A woman’s well-being is developed when she takes on multiple(多项的) roles. At least by middle adulthood, the women who were involved in a combination of roles—marriages, motherhood, and employment—were the highest in well-being, in spite of warnings about stress and strain.
1. It can be inferred from the first paragraph that ________.| A．for women, a sense of “mastery” is more important than a sense of “pleasure” |
| B．for women, a sense of “pleasure” is more important than a sense of “mastery” |
| C．women can’t have a sense of “mastery” and a sense of “pleasure” at the same time |
| D．a sense of “mastery” and a sense of “pleasure” are both necessary to women |
| A．negative | B．positive | C．neutral(中立的) | D．realistic |
| A．it will be easier for her to overcome stress and strain |
| B．she will be more successful in her career |
| C．her chances of getting promoted will be greater |
| D．her life will be richer and more meaningful |
| A．Family life | B．Multiple roles in society |
| C．Regular employment | D．Freedom from anxiety |
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3 . Coffee has a history dating back to at least the 9th century and has been a catalyst for social interaction across cultures and eras. Originally discovered in Ethiopia, coffee beans were brought into the Middle East by Arab traders, spreading to Egypt, Yemen, Persia, Turkey, and North Africa by the 15th century. Muslim merchants eventually brought the beans to the thriving port city of Venice, where they sold them to wealthy Italian buyers. Soon, the Dutch began importing and growing coffee in places like Java and Ceylon (largely through slave labor), and the British East India Trading Company was popularizing the beverage in England. Coffee spread across Europe and even reached America.
Where there has been coffee, there has been the coffeehouse. From the 15th century Middle Eastern establishments where men gathered to listen to music, play chess, and hear recitations from works of literature, to Paris' Cafe le Procope where luminaries of the French Enlightenment such as Voltaire, Rousseau, and Diderot came to enjoy a hot cup of joe, coffeehouses have traditionally served as centers of social interaction, places where people can come to relax, chat, and exchange ideas.
The modern coffee shop is modeled on the espresso and pastry-centered Italian coffeehouses that arose with the establishment of Italian-American immigrant communities in major US cities such as New York City's Little Italy and Greenwich Village, Boston's North End, and San Francisco's North Beach. New York coffee shops were often frequented by the Beats in the 1950's. It wasn't long before Seattle and other parts of the Pacific Northwest were developing coffee shops as part of a thriving counterculture scene. The Seattle-based Starbucks took this model and brought it into mainstream culture.
Although coffeehouses today continue to serve their traditional purpose as lively social hubs in many communities, they have noticeably adapted to the times. Rediscovering their purpose as centers of information exchange and communication, many coffee shops now provide their customers with internet access and newspapers. It has become extremely common to see someone sitting at a Starbucks listening to music or surfing the web on his or her laptop. Coffee stores today also maintain a fairly identifiable, yet unique aesthetic: wooden furniture and plush couches, paintings and murals drawn on walls, and soft-lighting combine to give coffee shops the cozy feeling of a home away from home.
Today, big business retail coffee shops are expanding quickly all over the world. Starbucks alone has stores in over 40 countries and plans to add more. Despite its popularity, Starbucks has been criticized and labeled by many as a blood-sucking corporate machine, driving smaller coffee shops out of business through unfair practices. This has even spawned an anti-corporate coffee counterculture, with those subscribing to this culture boycotting big business coffee chains. Increasingly popular coffee stores such as The Coffee Bean and Tea Leaf are also giving Starbucks some stiff competition. In any case, it seems pretty clear that coffee has weaved itself into the fabric of our consumer-oriented culture.
1. Which of the following is the correct order of coffee spreading in history?
①Egypt ②America ③the Middle East ④Netherlands ⑤Venice
2. We can infer from the passage ________.
3. The famous coffeehouse “Starbucks” originally come from _______.
4. Nowadays, if you come to a coffeehouse, you can _______.
Where there has been coffee, there has been the coffeehouse. From the 15th century Middle Eastern establishments where men gathered to listen to music, play chess, and hear recitations from works of literature, to Paris' Cafe le Procope where luminaries of the French Enlightenment such as Voltaire, Rousseau, and Diderot came to enjoy a hot cup of joe, coffeehouses have traditionally served as centers of social interaction, places where people can come to relax, chat, and exchange ideas.
The modern coffee shop is modeled on the espresso and pastry-centered Italian coffeehouses that arose with the establishment of Italian-American immigrant communities in major US cities such as New York City's Little Italy and Greenwich Village, Boston's North End, and San Francisco's North Beach. New York coffee shops were often frequented by the Beats in the 1950's. It wasn't long before Seattle and other parts of the Pacific Northwest were developing coffee shops as part of a thriving counterculture scene. The Seattle-based Starbucks took this model and brought it into mainstream culture.
Although coffeehouses today continue to serve their traditional purpose as lively social hubs in many communities, they have noticeably adapted to the times. Rediscovering their purpose as centers of information exchange and communication, many coffee shops now provide their customers with internet access and newspapers. It has become extremely common to see someone sitting at a Starbucks listening to music or surfing the web on his or her laptop. Coffee stores today also maintain a fairly identifiable, yet unique aesthetic: wooden furniture and plush couches, paintings and murals drawn on walls, and soft-lighting combine to give coffee shops the cozy feeling of a home away from home.
Today, big business retail coffee shops are expanding quickly all over the world. Starbucks alone has stores in over 40 countries and plans to add more. Despite its popularity, Starbucks has been criticized and labeled by many as a blood-sucking corporate machine, driving smaller coffee shops out of business through unfair practices. This has even spawned an anti-corporate coffee counterculture, with those subscribing to this culture boycotting big business coffee chains. Increasingly popular coffee stores such as The Coffee Bean and Tea Leaf are also giving Starbucks some stiff competition. In any case, it seems pretty clear that coffee has weaved itself into the fabric of our consumer-oriented culture.
1. Which of the following is the correct order of coffee spreading in history?
①Egypt ②America ③the Middle East ④Netherlands ⑤Venice
| A．①③④②⑤ | B．③①⑤④② | C．①⑤④③② | D．③②⑤④① |
| A．Starbucks has beaten all the competitors |
| B．there are no changes in the development of coffee culture |
| C．the taste of coffee has changed a lot |
| D．Starbucks has some effect on the development of coffee culture |
| A．Seattle | B．Ethiopia | C．Java | D．France |
| A．play chess with other customers |
| B．enjoy delicious dishes from South America |
| C．surf the internet |
| D．watch a TV play |
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文章大意：这是一篇说明文。本文讲的是不同国家说话的节奏和停顿对人际关系的影响。
4 . Pacing and Pausing
Sara tried to befriend her old friend Steve’s new wife, but Betty never seemed to have anything to say. While Sara felt Betty didn’t hold up her end of the conversation, Betty complained to Steve that Sara never gave her a chance to talk. The problem had to do with expectations about pacing and pausing.
Conversation is a turn-taking game. When our habits are similar, there’s no problem. But if our habits are different, you may start to talk before I’m finished or fail to take your turn when I’m finished. That’s what was happening with Betty and Sara.
It may not be coincidental that Betty, who expected relatively longer pauses between turns, is British, and Sara, who expected relatively shorter pauses, is American. Betty often felt interrupted by Sara. But Betty herself became an interrupter and found herself doing most of the talking when she met a visitor from Finland. And Sara had a hard time cutting in on some speakers from Latin America or Israel.
The general phenomenon, then, is that the small conversation techniques, like pacing and pausing, lead people to draw conclusions not about conversational style but about personality and abilities. These habitual differences are often the basis for dangerous stereotyping (思维定式). And these social phenomena can have very personal consequences. For example, a woman from the southwestern part of the US went to live in an eastern city to take up a job in personnel. When the Personnel Department got together for meetings, she kept searching for the right time to break in—and never found it. Although back home she was considered outgoing and confident, in Washington she was viewed as shy and retiring. When she was evaluated at the end of the year, she was told to take a training course because of her inability to speak up.
That’s why slight differences in conversational style—tiny little things like microseconds of pause-can have a great effect on one’s life. The result in this case was a judgment of psychological problems—even in the mind of the woman herself, who really wondered what was wrong with her and registered for assertiveness training.
1. What did Sara think of Betty when talking with her?| A．Betty was talkative. | B．Betty was an interrupter. |
| C．Betty did not take her turn. | D．Betty paid no attention to Sara. |
| A．Americans. | B．Israelis. | C．The British. | D．The Finns. |
| A．communication breakdown results from short pauses and fast pacing |
| B．women are unfavorably stereotyped in eastern cities of the US |
| C．one’s inability to speak up is culturally determined sometimes |
| D．one should receive training to build up one’s confidence |
| A．being willing to speak one’s mind | B．being able to increase one’s power |
| C．being ready to make one’s own judgment | D．being quick to express one’s ideas confidently |
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186次组卷
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7卷引用：2012届江苏省阜宁高级中学、大丰高级中学、栟茶高级中学高三第二次调研联考英语
（已下线）2012届江苏省阜宁高级中学、大丰高级中学、栟茶高级中学高三第二次调研联考英语陕西省西安中学2023-2024学年高二上学期学业水平模拟考试英语试题2010年普通高等学校招生全国统一考试英 语 北京卷（已下线）2010年高考英语试题分类汇编——社会文化阅读理解2016届广东广州执信中学高三上学期期中英语试卷2015-2016学年广东汕头金山中学高二下期末考试英语卷内蒙古包头市第九中学2018届高三下学期第二次考试英语试题
文章大意：这是一篇议论文。文章就个人应该为他们的高等教育买单展开了讨论。
5 . The Cost of Higher Education
Individuals (个人) should pay for their higher education.
A university education is of huge and direct benefit to the individual. Graduates earn more than non-graduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only some people have it. So the individual, not the taxpayers, should pay for it. There are pressing calls on the resources (资源) of the government. Using taxpayers' money to help a small number of people to earn high incomes in the future is not one of them.
Full government funding (资助) is not very good for universities. Adam Smith worked in a Scottish university whose teachers lived off student fees. He knew and looked down upon 18th-century Oxford, where the academics lived comfortably off the income received from the government. Guaranteed salaries, Smith argued, were the enemy of hard work; and when the academics were lazy and incompetent, the students were similarly lazy.
If students have to pay for their education, they not only work harder, but also demand more from their teachers. And their teachers have to keep them satisfied. If that means taking teaching seriously, and giving less time to their own research interests, that is surely something to celebrate.
Many people believe that higher education should be free because it is good for the economy (经济). Many graduates clearly do contribute to national wealth, but so do all the businesses that invest (投资) and create jobs. If you believe that the government should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the government to invest. Therefore, it is the individual, not the government, who should pay for their university education.
1. The underlined word “them” in Paragraph 2 refers to______.
2. The author thinks that with full government funding______.
3. The author mentions businesses in Paragraph 5 in order to______.
Individuals (个人) should pay for their higher education.
A university education is of huge and direct benefit to the individual. Graduates earn more than non-graduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only some people have it. So the individual, not the taxpayers, should pay for it. There are pressing calls on the resources (资源) of the government. Using taxpayers' money to help a small number of people to earn high incomes in the future is not one of them.
Full government funding (资助) is not very good for universities. Adam Smith worked in a Scottish university whose teachers lived off student fees. He knew and looked down upon 18th-century Oxford, where the academics lived comfortably off the income received from the government. Guaranteed salaries, Smith argued, were the enemy of hard work; and when the academics were lazy and incompetent, the students were similarly lazy.
If students have to pay for their education, they not only work harder, but also demand more from their teachers. And their teachers have to keep them satisfied. If that means taking teaching seriously, and giving less time to their own research interests, that is surely something to celebrate.
Many people believe that higher education should be free because it is good for the economy (经济). Many graduates clearly do contribute to national wealth, but so do all the businesses that invest (投资) and create jobs. If you believe that the government should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the government to invest. Therefore, it is the individual, not the government, who should pay for their university education.
1. The underlined word “them” in Paragraph 2 refers to______.
| A．taxpayers | B．pressing calls | C．college graduates | D．government resources |
| A．teachers are less satisfied |
| B．students are more demanding |
| C．students will become more competent |
| D．teachers will spend less time on teaching |
| A．argue against free university education |
| B．call on them to finance students' studies |
| C．encourage graduates to go into business |
| D．show their contribution to higher education |
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6 . Open Letter to an Editor
I had an interesting conversation with a reporter recently --- one who works for you. In fact, he’s one of your best reporters. He wants to leave.
Your reporter gave me a copy of his resume(简历) and photocopies of six stories that he wrote for you. The headlines showed you played them proudly. With great enthusiasm, he talked about how he finds issues(问题), approaches them, and writes about them, which tells me he is one of your best. I’m sure you would hate to lose him. Surprisingly, your reporter is not unhappy. In fact, he told me he really likes his job. He has a great assignment (分工), and said you run a great paper. It would be easy for you to keep him, he said. He knows that the paper values him. He appreciates the responsibility you’ve given him, takes ownership of his profession, and enjoys his freedom.
So why is he looking for a way out?
He talked to me because he wants his editors to demand so much more of him. He wants to be pushed, challenged, coached to new heights.
The reporter believes that good stories spring from good questions, but his editors usually ask how long the story will be, when it will be in, where it can play, and what the budget is.
He longs for conversations with an editor who will help him turn his good ideas into great ones. He wants someone to get excited about what he’s doing and to help him turn his story idea upside down and inside out, exploring the best ways to report it. He wants to be more valuable for your paper. That’s what you want for him, too, isn’t it?
So your reporter has set me thinking.
Our best hope in keeping our best reporters, copy editors, photographers, artists --- everyone --- is to work harder to make sure they get the help they are demanding to reach their potential. If we can’t do it, they’ll find someone who can.
1. What does the writer think of the reporter?
2. What does the reporter want most from his editors in their talks?
3. Who probably wrote the letter?
4. The letter aims to remind editors that they should ______.
I had an interesting conversation with a reporter recently --- one who works for you. In fact, he’s one of your best reporters. He wants to leave.
Your reporter gave me a copy of his resume(简历) and photocopies of six stories that he wrote for you. The headlines showed you played them proudly. With great enthusiasm, he talked about how he finds issues(问题), approaches them, and writes about them, which tells me he is one of your best. I’m sure you would hate to lose him. Surprisingly, your reporter is not unhappy. In fact, he told me he really likes his job. He has a great assignment (分工), and said you run a great paper. It would be easy for you to keep him, he said. He knows that the paper values him. He appreciates the responsibility you’ve given him, takes ownership of his profession, and enjoys his freedom.
So why is he looking for a way out?
He talked to me because he wants his editors to demand so much more of him. He wants to be pushed, challenged, coached to new heights.
The reporter believes that good stories spring from good questions, but his editors usually ask how long the story will be, when it will be in, where it can play, and what the budget is.
He longs for conversations with an editor who will help him turn his good ideas into great ones. He wants someone to get excited about what he’s doing and to help him turn his story idea upside down and inside out, exploring the best ways to report it. He wants to be more valuable for your paper. That’s what you want for him, too, isn’t it?
So your reporter has set me thinking.
Our best hope in keeping our best reporters, copy editors, photographers, artists --- everyone --- is to work harder to make sure they get the help they are demanding to reach their potential. If we can’t do it, they’ll find someone who can.
1. What does the writer think of the reporter?
| A．Optimistic. | B．Imaginative. | C．Ambitious. | D．Proud. |
| A．Finding the news value of his stories. | B．Giving him financial support. |
| C．Helping him to find issues. | D．Improving his good ideas. |
| A．An editor. | B．An artist. | C．A reporter. | D．A reader. |
| A．keep their best reporters at all costs |
| B．give more freedom to their reporters |
| C．be aware of their reporters’ professional development |
| D．appreciate their reporters’ working styles and attitudes |
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2016-11-26更新
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6卷引用：2012届江苏省阜宁高级中学、大丰高级中学、栟茶高级中学高三第二次调研联考英语
（已下线）2012届江苏省阜宁高级中学、大丰高级中学、栟茶高级中学高三第二次调研联考英语陕西省西安中学2023-2024学年高二上学期学业水平模拟考试英语试题2010年普通高等学校招生全国统一考试英 语 北京卷（已下线）2010年高考英语试题分类汇编——广告应用文、新闻报道阅读理解【全国百强校】河北省辛集中学2019届高三12月月考英语试题（已下线）牛津上海版高一第二学期 期末测试卷
文章大意：本文是篇应用文。文章以广告的形式推荐了四种不同的工作。
7 . Jobs for abroad students in Shanghai
Ad No.37120
Posted Nov. 23, 2009 10:44 by castellari
We are an Italian company engaged in high leveled Italian coffee and coffee machines. Now, we have a program which requires involving of foreign students in Shanghai.
This is a job about selling our products online in the office to individuals or offices or any place where there’s a need for coffee. You’re required to work only at weekends. We’ll offer you a favorable payment. For those who’re interested, please contact Ava.
Reply to: zhangaihui@live.cn Tel: 61212021
Office assistant needed (Full-time)
Ad No.40994
Posted Nov. 23, 2009 10:55 by roybivExpire
UK Accessories Brand is looking for a new talented person to develop with the company. You must be able to speak a little English and understand emails written in English. Please send your personal information with expected salary to us.
Contact: Josie
Reply to: info@josiechenrange.com Tel: 63573038
Teaching in China
Ad No. 40894
Posted Nov. 23, 2009 09:23 by Sh_ shifter
We have contacted most schools all over China and agreed to introduce many good foreign teachers to the schools. This is one of the best positions because you can work in different cities of China at different times.
Position: Oral English teachers (Full-time)
Salary: 8,000 RMB～10,000 RMB per month
Working load: 20～22 hours per week
Apartment: Free fully furnished single accommodation, equipped with telephone, TV, air conditioner, fridge and so on.
Teacher’s qualification: BA / BS / TESL and having teaching experience is preferred.
Contact: Foreign Affairs Manger, International Department
Address: No. 9 Jiefang road, Wuhan, Hubei
Tel: 86(0)2782300522
Email: teachinglanguage2009@gmail.com
Logistics(后勤) manager needed in Shanghai
Ad No.41055
Posted Nov. 23, 2009 17:01 by jobtrans
We want to find 2 full-time logistics manager for our forwarding company.
Requirements:
(1) Female; (2) Bachelor’s degree or above; (3) 3-year working experience required.
For more information, please visit our website: http://www.jobtrans.cn
Tel: 62875341
1. What do these advertisements have in common (共同)?
2. Miss Green wants to find a part-time job, which telephone number should she dial?
3. Li Ming has just finished high school, which position might suit him?
4. Your American friend Mr. Smith wants to find a job in China which offers a flexible (易弯曲的，可适应的) workplace, you may recommend him to _____________.
Ad No.37120
Posted Nov. 23, 2009 10:44 by castellari
We are an Italian company engaged in high leveled Italian coffee and coffee machines. Now, we have a program which requires involving of foreign students in Shanghai.
This is a job about selling our products online in the office to individuals or offices or any place where there’s a need for coffee. You’re required to work only at weekends. We’ll offer you a favorable payment. For those who’re interested, please contact Ava.
Reply to: zhangaihui@live.cn Tel: 61212021
Office assistant needed (Full-time)
Ad No.40994
Posted Nov. 23, 2009 10:55 by roybivExpire
UK Accessories Brand is looking for a new talented person to develop with the company. You must be able to speak a little English and understand emails written in English. Please send your personal information with expected salary to us.
Contact: Josie
Reply to: info@josiechenrange.com Tel: 63573038
Teaching in China
Ad No. 40894
Posted Nov. 23, 2009 09:23 by Sh_ shifter
We have contacted most schools all over China and agreed to introduce many good foreign teachers to the schools. This is one of the best positions because you can work in different cities of China at different times.
Position: Oral English teachers (Full-time)
Salary: 8,000 RMB～10,000 RMB per month
Working load: 20～22 hours per week
Apartment: Free fully furnished single accommodation, equipped with telephone, TV, air conditioner, fridge and so on.
Teacher’s qualification: BA / BS / TESL and having teaching experience is preferred.
Contact: Foreign Affairs Manger, International Department
Address: No. 9 Jiefang road, Wuhan, Hubei
Tel: 86(0)2782300522
Email: teachinglanguage2009@gmail.com
Logistics(后勤) manager needed in Shanghai
Ad No.41055
Posted Nov. 23, 2009 17:01 by jobtrans
We want to find 2 full-time logistics manager for our forwarding company.
Requirements:
(1) Female; (2) Bachelor’s degree or above; (3) 3-year working experience required.
For more information, please visit our website: http://www.jobtrans.cn
Tel: 62875341
1. What do these advertisements have in common (共同)?
| A．They all employ only applicants (求职者) with work experience. |
| B．The employment agencies are all based in Shanghai. |
| C．They are posted on the same day. |
| D．They are all for China-based foreign companies. |
| A．63573038 | B．61212021 | C．86(0)27782300522 | D．62875341 |
| A．Salesman in the Italian company. |
| B．A logistics manager. |
| C．An oral English teacher. |
| D．Office assistant in UK Accessories Brand. |
| A．write to teachinglanguage2009@gmail.com |
| B．visit http://www.jobtrans.cn |
| C．write to zhangaihui@live.cn |
| D．write to info@josiechenrange.com |
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10-11高三上·四川成都·阶段练习
8 . SCIENTISTS have discovered that living to the age of 100 may have nothing to do with the lifestyle you lead and everything to do with the type of genes (基因) you have.
For the lucky carriers of “Methuselah” genes, worries over smoking, eating unhealthily and not getting enough exercise may not be as necessary as to those of us without the special gene pattern .
The “Methuselah” genes could give extra protection against the diseases of old age such as cancer and heart disease. They could also protect people against the effects of the unhealthy lifestyles that we believe will lead us to an early death, scientists say. However, the genes are very rare.
The genes include ADIPOQ, which is found in about 10 percent of young people but in nearly 30 percent of people living past 100. They also include the CETP and the ApoC3 genes, which are found in 10 percent of young people, but in about 20 percent of people over 100 years old.
Some of those genes were discovered by a research group at the Albert Einstein College of Medicine in New York, led by Professor Nir Barzilai. The team studied the genes of over 500 people over 100 years old, and their children.
The studies show that tiny mutations (变异) in the make-up of some genes can greatly increase a person’s lifespan. Barzilai told a Royal Society conference that the discovery of such genes gave scientists clear targets for developing drugs that could prevent age-related diseases, allow people to live longer and stay healthy.
David Gems, a researcher at University College London, believes that drugs to slow ageing will become widespread.
“If we know which genes control longevity (长寿) then we can … target them with drugs. That makes it possible to slow down ageing,” he told The Times.
“Much of the pain and suffering in the world are caused by ageing. If we can find a way to reduce that, then we are obliged to take it.”
1. According to the article, which of the following is the most important if a person is to live to the age of 100?
2. According to the article, the ApoC3 gene is found in ______ of people over 100 years old.
3. Which of the following statements is TRUE of the research led by Professor Nir Barzilai?
4. According to David Gems, ______.
For the lucky carriers of “Methuselah” genes, worries over smoking, eating unhealthily and not getting enough exercise may not be as necessary as to those of us without the special gene pattern .
The “Methuselah” genes could give extra protection against the diseases of old age such as cancer and heart disease. They could also protect people against the effects of the unhealthy lifestyles that we believe will lead us to an early death, scientists say. However, the genes are very rare.
The genes include ADIPOQ, which is found in about 10 percent of young people but in nearly 30 percent of people living past 100. They also include the CETP and the ApoC3 genes, which are found in 10 percent of young people, but in about 20 percent of people over 100 years old.
Some of those genes were discovered by a research group at the Albert Einstein College of Medicine in New York, led by Professor Nir Barzilai. The team studied the genes of over 500 people over 100 years old, and their children.
The studies show that tiny mutations (变异) in the make-up of some genes can greatly increase a person’s lifespan. Barzilai told a Royal Society conference that the discovery of such genes gave scientists clear targets for developing drugs that could prevent age-related diseases, allow people to live longer and stay healthy.
David Gems, a researcher at University College London, believes that drugs to slow ageing will become widespread.
“If we know which genes control longevity (长寿) then we can … target them with drugs. That makes it possible to slow down ageing,” he told The Times.
“Much of the pain and suffering in the world are caused by ageing. If we can find a way to reduce that, then we are obliged to take it.”
1. According to the article, which of the following is the most important if a person is to live to the age of 100?
| A．Eating healthy food every day. |
| B．Having the right types of genes. |
| C．Having a healthy lifestyle. |
| D．Taking drugs that prevent ageing. |
| A．10% | B．20% | C．30% | D．50% |
| A．The team studied the genes of over 100 people over 100 years of age. |
| B．The researchers found that mutations in certain genes lead to longer life. |
| C．The researchers found ways to develop drugs that could cure age-related diseases. |
| D．The study suggested that most people have genes that could lengthen their lives. |
| A．drugs to slow ageing will be very expensive |
| B．modern science will be able to find more longevity genes |
| C．it is the duty of medical scientists to fight the problems of ageing |
| D．scientists can make new genes that will allow longer life |
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9 . B
Senior First Aid
Registration(注册) Details: PARASOL EMT Pty Limited (ABN 39 072 488 914)
Recognition Period: 01/01/1997 to 30/03/2008
Purpose: The aim of this course is to develop a student’s competence(胜任) and confidence in providing emergency first aid. This includes calling for help, the ability to respond to first aid situations, decision-making, and basic life support functions. This course covers adult and child conditions.
Target Audience: This course is suitable for anyone requiring a first aid certificate(证书) for the workplace, recreational purposes, sporting, or home use.
Format(形式): A mixture of theoretical and practical elements(成分), with at least 50% of time spent on practical skills.
Requirements: Be at least 14 years of age.
Learning Objectives:
● Apply(运用) Life Support Skills
● Apply First Aid Management Skills for Burns
● Demonstrate the identification and management of bleeding and wounds.
● Describe the recognition and management of internal（内部的） bleeding
● Manage an Emergency (Basic)
● Apply First Aid Management for bone and joint(关节) injuries
● Manage Emergency Situations
● Apply First Aid Management skills for bites, stings（刺伤） and poisoning.
● Manage an acute（急性） illness
● Describe the recognition and management of an eye injury
● Describe the basic structure and function of the human body.
● Apply First Aid Management skills for chest, abdominal(腹部的) and head injuries
1. The underlined part “target audience” probably means _______.
2. According to the ads after you finish this course, you will probably do all the following EXCEPT _______.
3. What is the main purpose of the advertisement?
Senior First Aid
Registration(注册) Details: PARASOL EMT Pty Limited (ABN 39 072 488 914)
Recognition Period: 01/01/1997 to 30/03/2008
Purpose: The aim of this course is to develop a student’s competence(胜任) and confidence in providing emergency first aid. This includes calling for help, the ability to respond to first aid situations, decision-making, and basic life support functions. This course covers adult and child conditions.
Target Audience: This course is suitable for anyone requiring a first aid certificate(证书) for the workplace, recreational purposes, sporting, or home use.
Format(形式): A mixture of theoretical and practical elements(成分), with at least 50% of time spent on practical skills.
Requirements: Be at least 14 years of age.
Learning Objectives:
● Apply(运用) Life Support Skills
● Apply First Aid Management Skills for Burns
● Demonstrate the identification and management of bleeding and wounds.
● Describe the recognition and management of internal（内部的） bleeding
● Manage an Emergency (Basic)
● Apply First Aid Management for bone and joint(关节) injuries
● Manage Emergency Situations
● Apply First Aid Management skills for bites, stings（刺伤） and poisoning.
● Manage an acute（急性） illness
● Describe the recognition and management of an eye injury
● Describe the basic structure and function of the human body.
● Apply First Aid Management skills for chest, abdominal(腹部的) and head injuries
1. The underlined part “target audience” probably means _______.
| A．what performance the audience want to see |
| B．all kinds of audience who are to be attracted by the course |
| C．people are suitable to be engaged in first aid work |
| D．a limited group that the course is aimed at |
| A．you can deal with common animals’ bites and stings |
| B．you can do an operation on the chest and head |
| C．you can give first aid when someone hurt his leg badly |
| D．you can tell whether a person is bleeding inside his body |
| A．To make a person competent（胜任） to give first aid. |
| B．To develop the students’ ability to give first aid. |
| C．To persuade the students to take part in the first aid course. |
| D．To tell the students more about basic structure and function of the human body. |
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