题目内容
It has been justly said that while" we speak with our vocal organs we (1) with our whole bodies." All of us communicate with one another (2) , as well as with words. Sometimes we know what we’re doing, as with the use of gestures such as the thumbs-up sign to indicate that, we (3) . But most of the time we’re not aware that we’re doing it. We gesture with eyebrows or a hand, meet someone else’s eyes and (4) . These actions we (5) are random and incidental. But researchers (6) that there is a system of them almost as consistent and comprehensible as language, and they conclude that there is a whole (7) of body language, (8) the way we move, the gestures we employ, the posture we adopt, the facial expression we (9) , the extent to which we touch and the distance we stand (10) each other.The body language serves a variety of purposes. Firstly it can replace verbal communication, (11) with the use of gesture. Secondly it can modify verbal communication, loudness and (12) of voice is an example here. Thirdly it regulates social interaction: turn taking is largely governed by non-verbal (13) . Finally it conveys our emotions and attitudes. This is (14) important for successful cross-culture communication.Every culture has its own" body language", and children absorb its nuances (15) with spoken language. The way an Englishmen crosses his legs is (16) like the way a mate American does it. When we communicate with people from other, cultures, the body language sometimes help make the communication easy and (17) , such as shaking hand is such a (18) gesture that people all over the world know that it is a signal for greeting. But sometimes--the body language can cause certain misunderstanding (19) people of different cultures often have different forms behavior for sending the same message or have different (20) towards the same body signals. Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.13（）
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Part ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. Text 1 When a Shanghai ad consultant was recently asked to recommend young local designers to an international agency, he sent three candidates with years of work experience. But the company decided they weren’t good enough and had to import designers from the West. It’s a common problem that Chinese vocational grads simply haven’t had good enough teaching. Most of the lecturers don’t have any real work experience, so they can’t teach useful things. When graduates do get hired, they basically have to be re-educated. China’s rapid economic expansion has exposed many frailties in its education system, especially on the vocational side. The country can’t produce enough skilled workers. In part that’s because it invests far more in academic than vocational programs. Funding has fallen significantly since the 1990s. Partly as a result, today only 38 percent or so of China’s high-school-age students attend vocational schools, well below the official target of 50 percent. To address this deficit, last year Beijing pledged to spend almost $2 billion on 100 new vocational colleges and 1,000 high schools. And this year it started offering annual subsidies to vocational students. But China’s training is too abstract, what’s urgently required are technicians who can come up with a good idea and turn it into a marketable product. Parts of the country are already adapting; in Shenzhen, local institutes offer" made to order" training for particular businesses. And some vocational colleges have introduced practical research projects. But vocational education faces a deeper problem: its image. China’s middle class is eager to forget its experience with physical labor, and few allow their children to become technical workers. Everyone thinks these are things that low-class people do. Thus China now produces record numbers of college grads--who struggle to find work because they lack the skills for manufacturing, where demand is greatest. One fix would be to re-brand vocational subjects as" professional," not" manual," skills. At the other end of the spectrum are China’s 100 million-plus rural migrant workers, many of whom have little schooling. They have never learned how to work with others, to live in the city, save money or choose the right job. Thus they find it hard to learn from their jobs or plan their careers. This results in extremely high labor turnover. Teaching and training" life skills" to complement vocational programs would help. Yet the urgency of China’s skilled-labor shortfall will force a rethink. For now, China is relying on cheap, low-skilled, labor-intensive production, but it’s not sustainable in the long term, We must raise our skills level, and it’s impossible for state-run colleges to do all the training. Indeed, with the demand for skilled workers growing all the time, China will need all the help it can get. What is the author’s attitude towards vocational education in China
以下程序运行后输出______。 #include ＜stdio.h＞ int f(char*s1,char*s2) { static int n1,n2； while(*s1++)n1++； while(*s2++)n2++； return n1-n2； } main() { printf("%d"，f("c：\\program","\12a\t34\n"))；}
It has been justly said that while" we speak with our vocal organs we (1) with our whole bodies." All of us communicate with one another (2) , as well as with words. Sometimes we know what we’re doing, as with the use of gestures such as the thumbs-up sign to indicate that, we (3) . But most of the time we’re not aware that we’re doing it. We gesture with eyebrows or a hand, meet someone else’s eyes and (4) . These actions we (5) are random and incidental. But researchers (6) that there is a system of them almost as consistent and comprehensible as language, and they conclude that there is a whole (7) of body language, (8) the way we move, the gestures we employ, the posture we adopt, the facial expression we (9) , the extent to which we touch and the distance we stand (10) each other.The body language serves a variety of purposes. Firstly it can replace verbal communication, (11) with the use of gesture. Secondly it can modify verbal communication, loudness and (12) of voice is an example here. Thirdly it regulates social interaction: turn taking is largely governed by non-verbal (13) . Finally it conveys our emotions and attitudes. This is (14) important for successful cross-culture communication.Every culture has its own" body language", and children absorb its nuances (15) with spoken language. The way an Englishmen crosses his legs is (16) like the way a mate American does it. When we communicate with people from other, cultures, the body language sometimes help make the communication easy and (17) , such as shaking hand is such a (18) gesture that people all over the world know that it is a signal for greeting. But sometimes--the body language can cause certain misunderstanding (19) people of different cultures often have different forms behavior for sending the same message or have different (20) towards the same body signals. Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.19（）
Text 1 Play is the principal business of childhood, and more and more in recent years research has shown the great importance of play in the development of a human being. From earliest infancy, every child needs opportunity and the right material for play, and the main tools of play are toys. Their main function is to suggest, encourage and assist play. To succeed in this they must be good toys, which children will play often, and will come back to again and again. Therefore it is important to choose suitable toys for different stages of a child’ s development. In recent years’ research on infant development has shown the standard a child is likely to reach, within the range of his inherited abilities, is largely determined in the first three years of his life. So a baby’s ability to profit from the right play materials should not be underestimated. A baby who is encouraged and stimulated, talked to and shown things and played with, has the best chance of growing up successfully. The next stage, from three to five years old, curiosity knows no bounds. Every type of suitable toys should be made available to the child, for trying out, experimenting and learning, for discovering his own particular ability. Bricks and jigsaws and construction toys; painting, scribbling and making things; sand and water play; toys for imaginative and pretending play; the first social games for leaning to play and get on with others. By the third stage of play development—from five to seven or eight years—the child is at school. But for a few more years play is still the best way of learning, at home or at school. It is easier to see which type of toys the child most enjoys. Until the age of seven or eight, play and work mean much the same thing to a child. But once reading has been mastered, then books and school become the main source of learning. Toys are still interesting and valuable, they lead on to new hobbies, but their significance has changed—to a child of nine or ten years, toys and games mean, as to adults, relaxation and fun. Which of the following does the author NOT express
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