2016 Oral Test for PEST5

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专四2016年真题

TEST FOR ENGLISH MAJORS(2016)-GRADE FOUR-V X : xiazaipdfTIME LIMIT:130MIN PARTⅠDICTATION[10MIN] Listen to the following passage.Altogether the passage will be read to you four times.During the first reading,which will be done at normal speed,listen and try to understand the meaning.For the second and third reading,the passage will be read sentence by sentence,or phrase by phrase,with intervals of15seconds.The last reading will be done at normal speed again and during this time you should check your work.You will then be given ONE minute to check through your work once more.Please write the whole passage on ANSWER SHEET ONE.PARTⅡLISTENING COMPERHESION[20MIN] SECTION A TALKIn this section you will hear a talk.You will hear the talk ONCE ONLY.While listening,you may look at the task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap.Make sure what you fill in is both grammatically and semantically acceptable.You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now listen to the talk.When it is over,you will be given TWO minutes to check your work.SECTION B CONVERSATINSIn this section you will hear two conversations.At the end of each conversation,five questions will be asked about what was said.Both the conversations and the questions will be spoken ONCE ONLY.After each question there will be a ten-second pause.During the pause,you should read the four choices of[A],[B],[C]and[D], and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions.Now listen to the conversations.Conversation One1.[A]To tell the man that he has been shortlisted for interview.[B]To ask the man a few questions about his interview.[C]To explain to the man how to make a presentation.[D]To tell the man the procedure of the interview.2.[A]Questions related to the job.[B]General questions about himself.[C]Specific questions about his CV.[D]Questions about his future plan.3.[A]Questions from the interviewers.[B]Questions from the interviewee.[C]Presentation from the interviewee.[D]Requests from the interviewee.4.[A]Educational and professional background.[B]Problems be has faced and solved.[C]Major successes in his career so far.[D]Company future and his contribution.5.[A]11a.m.,next Tuesday.[B]11a.m.,next Thursday.[C]9a.m.,this Tuesday.[D]9a.m.,this Thursday.Conversation TwoV X : xiazaipdf6.[A]The disadvantages of college loans.[B]Government financing in college education.[C]How to handle the problem of college loans.[D]How college students pay for their education.7.[A]It has increased by6to8%.[B]It has increased by8to10%.[C]It has decreased by6to8%.[D]It has decreased by8to10%.8.[A]Student’s family income.[B]First year salary after graduation.[C]A fixed amount of30,000dollars.[D]Payment in the next ten years.9.[A]Students can borrow money first.[B]Students pay no tax on savings.[C]Students pay less tax after graduation.[D]Students withdraw without paying tax.10.[A]Giving up charitable or volunteer work.[B]Neglecting their study at college.[C]Giving up further education.[D]Neglecting high salary in job-seeking.PARTⅢLANGUAGE USAGE[10MIN] There are twenty sentences in this section.Beneath each sentence there are four options marked[A].[B], [C]and[D].Choose one word phrase that best completes the sentence.Mark your answers on ANSWER SHEET TWO.11.How can I concentrate if you__________continually__________me with silly questions?[A]have…interrupted[B]had…interrupted[C]are…interrupting[D]were…interrupting12.Among the four sentences below,Sentence__________express the highest degree of possibility.[A]It may take a long time to find a solution to the problem.[B]It might take a long time to find a solution to the problem.[C]It could take a long time to find a solution to the problem.[D]It should take a long time to find a solution to the problem.13.She is a better speaker than__________in the class.[A]any boy[B]the other boys[C]other any girl[D]all the girls14.Nobody heard him sing,__________?[A]did one[B]did he[C]didn’t they[D]did they15.I can’t put up with__________.[A]that friend of you[B]that friend of yours[C]the friend of you[D]the friend of yours16.There has been an increasing number of__________in primary schools in past few years.[A]man teacher[B]men teacher[C]man teachers[D]men teachers17.This is one of the issues that deserve__________.[A]being mentioned[B]mentioning[C]to mention[D]for mention18.The audience__________excited on seeing__________favorite star glide onto the stage.[A]were…their[B]were…its[C]was…their[D]was…one’s19.__________your advice,I would have made the wrong decision.[A]Hadn’t it been for[B]Had it not been forV X : xiazaipdf[C]Had it been for[D]Had not it been for20.The sentence I wish I had been more careful in spending money express the speaker’s__________.[A]hope[B]joy[C]regret[D]relief21.The Attorney General ordered a federal autopsy of Brown’s body,seeking to__________the family and community there would be a thorough investigation into his death.[A]ensure[B]insure[C]assure[D]ascertain22.The police department came under strong criticism for both the death of an unarmed and its handling of the __________.[A]consequence[B]outcome[C]result[D]aftermath23.The Foreign Secretary tried to__________doubts about his handling of the crisis.[A]dispel[B]expel[C]repel[D]quell24.Mutual funds are thus best for investors who don’t want to take the time to study stocks in detail or who __________the resources to build a portfolio.[A]deprive[B]lack[C]yearn[D]attain25.Chris ran__________John at a sporting-goods trade show and the two quickly struck__________an easy rapport.[A]into…up[B]on…into[C]across…on[D]against…into26.“I’m leaving the country soon,”he told a__________convened group of reporters.[A]especially[B]particularly[C]specially[D]specifically27.Israel and Hamas had reached a deal on extending the__________ceasefire by an extra24hours until Tuesday at midnight.[A]contemporary[B]makeshift[C]spontaneous[D]temporary28.__________to unplugging the alarm clock and trusting your ability to wake on time on your own,you should probably ease yourself into the new arrangement by keeping a very regular schedule for several weeks.[A]Due[B]Prior[C]Related[D]Thanks29.If you are an athlete,strong abdominal muscles help you ensure a strong back and freedom from injury during __________upper-body movement.[A]valiant[B]variable[C]vigilant[D]vigorous30.Finning is a cruel__________in which the shark’s fins are lopped off,and the live shark is thrown back to sea.[A]reality[B]truth[C]practice[D]skillPARTⅣCLOZE[10MIN] Decide which of the words given in the box below would best complete the passage if inserted in the corresponding blank.The words can be used ONCE ONLY.Mark the letter for each word on ANSWER SHEET TWO.A.amplebinationsC.directlyD.disseminatedE.generationsF.genuinelyG.insteadH.listsI.promulgatedJ.publicizedK.scant L.shaped M.sophisticated N.transplanted O.virtualImagine a world without writing.Obviously there would be no books:no novels,no encyclopedias,no cookbooks,no textbooks,no telephone books,no scriptures,no diaries,no travel guides.There would be no ball-points,no typewriters,no computers,no Internet,no magazines,no movie credits,no shopping lists,no newspapers,no tax returns.But such(31)__________of subjects almost miss the point.The world we live in hasbeen indelibly marked by the written word,(32)__________by the technology of writing over thousands of years. V X : xiazaipdfAncient kings proclaimed their authority and(33)__________their laws in writing.Scribes administered great empires by writing,their knowledge of recording and retrieving information essential to governing complex societies.Religious traditions were passed on through(34)__________,and spread to others,in writing.Scientific and technological progress was achieved and__________(35)through writing.Accounts in trade and commerce could be kept because of writing.Nearly every step of civilization has been mediated through writing.A world without writing would bear(36)__________resemblance to the one we now live in.Writing is a(37) __________necessity to the societies anthropologists call civilizations.A civilization is distinguished from other societies by the complexity of its social organization,by its construction of cities and large public buildings,and by the economic specialization of its members,many of whom are not(38)__________involved in food procurement or production.A civilization,with its taxation and tribute systems,its trade and its public works,requires a(39) __________system of record keeping.And so the early civilizations of Egypt,China,and(probably)India all developed a system of writing.Only the Peruvian civilization of the Incas and their predecessors did not use writing but(40)__________invented a system of keeping records on knotted color-coded strings known as quipu.PARTⅤREADING COMPREHENSION[35MIN] SECTION A MULTIPLE CHOICE QUESTIONSIn this section there are three passages followed by ten multiple choice questions.For each multiple choice question,there are four suggested answers marked[A],[B],[C]and[D].Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO.PASSAGE ONE(1)When I was twenty-seven years old,I was a mining-broker’s clerk in San Francisco,and an expert in all the details of stock traffic.I was alone in the world,and had nothing to depend upon but my wits and a clean reputation; but these were setting my feet in the road to eventual fortune,and I was content with the prospect.My time was my own after the afternoon board,Saturdays,and I was accustomed to putting it in on a little sail-boat on the bay.One day I ventured too far,and was carried out to sea.Just at nightfall,when hope was about gone,I was picked up by a small ship which was bound for London.It was a long and stormy voyage,and they made me work my passage without pay,as a common sailor.When I stepped ashore in London my clothes were ragged and shabby,and I had only a dollar in my pocket.This money fed and sheltered me twenty-four hours.During the next twenty-four I went without food and shelter.(2)About ten o’clock on the following morning,dirty and hungry,I was dragging myself along Portland Place, when a child that was passing,towed by a nurse-maid,tossed a big pear—minus one bite—into the gutter.I stopped, of course,and fastened my desiring eye on that muddy treasure.My mouth watered for it,my stomach craved it, my whole being begged for it.But every time I made a move to get it some passing eye detected my purpose,and of course I straightened up then,and looked indifferent and pretended that I hadn’t been thinking about the pear at all.This same thing kept happening and happening,and I couldn’t get the pear.(3)I was just getting desperate enough to brave all the shame,and to seize it,when a window behind me was raised,and a gentleman spoke out of it,saying:“Step in here,please.”(4)I was admitted by a man servant,and shown into a sumptuous room where a couple of elderly gentlemen were sitting.They sent away the servant,and made me sit down.They had just finished their breakfast,and the sight of the remains of it almost overpowered me.I could hardly keep my wits together in the presence of that food, but as I was not asked to sample it,I had to bear my trouble as best as I could.(5)Now,something had been happening there a little before,which I did not know anything about until a good many days afterwards,but I will tell you about it now.Those two old brothers had been having a pretty hot argument a couple of days before,and had ended by agreeing to decide it by a bet,which is the English way ofsettling everything.V X : xiazaipdf(6)You will remember that the Bank of England once issued two notes of a million pounds each,to be used for a special purpose connected with some public transaction with a foreign country.For some reason or other only one of these had been used and canceled;the other still lay in the vaults of the Bank.Well,the brothers chatting along,happened to get to wondering what might be the fate of a perfectly honest and intelligent stranger who should be turned adrift in London without a friend,and with no money but that million-pound bank-note,and no way to account for his being in possession of it.Brother A said he would starve to death;Brother B said he wouldn’t.Brother A said he couldn’t offer it at a bank or anywhere else,because he would be arrested on the spot. So they went on disputing till Brother B said he would bet twenty thousand pounds that the man would live thirty days,anyway,on that million,and keep out of jail,too.Brother A took him up.Brother B went down to the Bank and bought that note.Then he dictated a letter,which one of his clerks wrote out in a beautiful round hand,and then the two brothers sat at the window a whole day watching for the right man to give it to.(7)I finally became the pick of them.41.In Para.1,the phrase“set my feet”probably means__________.A.put me asideB.prepare meC.let me walkD.start my journey42.It can be concluded from Para.2that__________.A.the man wanted to maintain dignity though starvedB.the man could not get a proper chance to eat the pearC.the man did not really want the pear since it was dirtyD.it was very difficult for the man to get the pearpared with Brother A,Brother B was more__________towards the effect of the one-million-pound bank-note on a total strange.A.neutralB.negativeC.reservedD.positivePASSAGE TWO(1)The concept of peace is a very important one in cultures all over the world.Think about how we greet people.In some language,the phrases for greetings contain the word for peace.In some cultures we greet people by shaking hands or with another gesture to show that we are not carrying weapons—that we come in peace.And there are certain symbols which people in very different cultures recognize as representing peace.Let’s look at a few of them.The dove(2)The dove has been a symbol of peace and innocence for thousands of years in many different cultures.In ancient Greek mythology it was a symbol of love and the renewal of life.In ancient Japan a dove carrying a sword symbolized the end of war.(3)There was a tradition in Europe that if dove flew around a house where someone was dying then their soul would be at peace.And there are legends which say that devil can turn himself into any bird except for a dove.In Christian art,the dove was used to symbolized the Holy Ghost and was often painted above Christ’s head.(4)But it was Pablo Picasso who made the dove a modern symbol of peace when he used it on a poster for the World Peace Congress in1949.The rainbow(5)The rainbow is another ancient and universal symbol,often representing the connection between human beings and their gods.In Greek mythology it was associated with Iris,the goddess who brought messages from the gods on Mount Olympus.In Scandinavian mythology the rainbow was a bridge between the gods and the earth.In the Bible a rainbow showed Noah that the Biblical flood was finally over,and that God had forgiven his people.In the Chinese tradition,the rainbow is a common symbol for marriage because the colours represent the union of yin and yang.Nowadays the rainbow is used by many popular movements for peace and the environment,representingthe possibility of a better world in the future and promising sunshine after rain.MistletoeV X : xiazaipdf(6)This plant was sacred in many cultures,generally representing peace and love.Most people know of the tradition of kissing under the mistletoe at Christmas time,which probably comes from Scandinavian mythology. The goddess Freya’s son was killed by an arrow made of mistletoe,so,in honour of him,she declared that it would always be a symbol of peace.It was often hung in doorways as a sign of friendship.(7)The ancient Druids believed that hanging mistletoe in your doorway could protect you from evil spirits. Tribes would stop fighting for a period of time if they found a tree with mistletoe.But you will never see mistletoe in a Christian church—it is banned because of its associations with pagan religion and superstition.The olive branch(8)The olive tree has always been a valuable source of food and oil.In Greek mythology,the goddess Athena gave the olive tree to the people of Athens,who showed their gratitude by naming the city after her.But no one knows for sure when or why it began to symbolize peace.There is probably a connection with ancient Greece.Wars between states were suspended during the Olympics Games,and the winners were given crowns of olive branches. The symbolism may come from the fact that the olive tree takes a long time to produce fruit,so olives could only be cultivated successfully in long periods of peace.Whatever the history,the olive branch is a part of many modern flags symbolizing peace and unity.One well-known example is the United Nations symbol.The ankh(9)The ankh is an ancient symbol which was adopted by the hippie movement in the1960s to represent peace and love.It was found in many Asian cultures,but is generally associated with ancient Egypt.It represented life and immortality.Egyptians were buried with an ankh,so that they could continue to live in the“afterworld”.The symbol was also found along the sides of the Nile,which gave life to the people.They believed that the ankh could control the flow of the river and make sure that there was always enough water.44.Which of the following is the best title for the passage?A.Concept of Peace.B.Popular Peace Symbols.C.Origin of Peace Symbols.D.Cultural Difference of Peace.45.The rainbow represents the connection between human beings and their gods in all the following countries EXCEPT__________.A.SwedenB.GreeceC.FinlandD.China46.In North Europe mistletoe was often hung in doorways to indicate__________.A.friendshipB.loveC.kinshipD.honour47.The origin of the ankh can date back to__________.A.the NileB.the“afterword”C.the hippie movementD.ancient EgyptPASSAGE THREE(1)Two sides almost never change:That you can manipulate people into self-sufficiency and that you can punish them into good citizenship.(2)The first manifests itself in our tireless search for the magical level at which welfare grants are big enough to meet basic needs but small enough to make low-paid work attractive.The second has us looking to the criminal justice system to cure behavior that is as much as anything the result of despair.(3)The welfare example is well known.We don’t want poor people to live in squalor or their children to be malnourished.But we also don’t want to subsidize the indolence of people who are too lazy to work.The first impulse leads us to provide housing,food stamps,medical care and a cash stipend for families in need.The second gets us to think about“workforce”.(4)We’ve been thinking about it for two reasons:the“nanny”problems of two high-ranking government officials(who hired undocumented foreigners as household helpers,presumably because they couldn’t findAmericans to do the work)and President Clinton’s proposal to put a two-year limit on welfare.V X : xiazaipdf(5)Maybe something useful will come of Clinton’s idea,but I’m not all that hopeful.It looks to me like one more example of trying to manipulate people into taking care of themselves.(6)On the criminal justice side,we hope to make punishment tough enough to discourage crime but not so tough as to clog our prisons with relatively minor offenders.Too short a sentence,we fear,will create contempt for the law.Too long a sentence will take up costly space better used for the violent and unremorseful.(7)Not only can we never find the“perfect”punishment,our search for optimum penalties is complicated by our desire for fairness:to let the punishment fit the crime.The problem is that almost any punishment—even the disgrace of being charged with a crime—is sufficient to deter the middle class,while for members of the underclass, probation may be translated as“I beat it”.(8)So how can you use the system—welfare or criminal justice—to produce the behavior we want?The answer,I suspect is:You can’t.(9)We keep trying to use welfare and prison to change people—to make them think and behave the way we do—when the truth is the incentives work only for those who already think the way we do:who view today’s action with an eye on the future.(10)We will take lowly work(if that is all that’s available)because we believe we can make bad jobs work for us.We avoid crime not because we are better people but because we see getting caught as a future-wrecking disaster.We are guided by a belief that good things will happen for us in the future if we take proper care of the present.Even under the worst of circumstances,we believe we are in control of our lives.(11)And we have trouble understanding that not everybody believes as we believe.The welfare rolls,the prison and the mean street of our cities are full of people who have given up on their future.Without hope for the future,hard work at a low-paid job makes no sense.Working hard in school,or pleasing a boss,or avoiding pregnancy makes no sense.The deadly disease is hopelessness.The lawlessness and poverty are only the obvious symptoms.(12)I’m not advocating that we stop looking for incentives to move poor people toward self-sufficiency or that we stop punishing people for criminal behavior.There will always be some people who need help and some who deserve to be in jail.(13)All I’m saying is that the long-term answer both to welfare and the crime that plagues our communities is not to fine tune the welfare and criminal justice systems but to prevent our children from getting the disease of despair.(14)If we encourage our young people to believe in the future,and give them solid evidence for believing, we’ll find both crime and poverty shrinking to manageable proportions.48.What is the author’s attitude towards Clinton’s proposal to welfare?A.Pessimistic.B.Optimistic.C.Suspicious.D.Sarcastic.49.It can be inferred from Para.7that optimum penalties are__________to the underclass.A.hopelesselessC.frighteningD.humiliating50.Which of the following is the most appropriate title for the passage?wlessness and Poverty.B.Criminal Justice System.C.Welfare Grants.D.Disease of Despair.SECTION B SHORT ANSWER QUESTIONSIn this section there are five short answer questions based on the passages in Section A.Answer the questions with NO more than TEN words in the space provided on ANSWER SHEET TWO.PASSAGE ONE51.In Para.4,what does the man mean by saying“I had to bear my trouble”?52.What can be inferred from the last sentence of the passage?V X : xiazaipdfPASSAGE TWO53.Why does the UN use the olive branch in its symbol?PASSAGE THREE54.According to the author,what balance should we keep in welfare?55.What does the author mean by saying“Even under the worst of circumstances,we believe we are in control of our lives”(Para.10)?PARTⅥWRITING[45MIN] Read carefully the following excerpt on term-time holiday arguments in the UK,and then write your response in NO LESS THAN200words,in which you should:∙summarize the main message of the excerpt,and then∙comment on whether parents should take children out of school for holiday during term time in order to save money.You should support yourself with information from the excerpt.Marks will be awarded for content relevance,content sufficiency,organization and language quality. Failure to follow the above instructions may result in a loss of marks.Term-time holidays will be bannedParents are to be banned by Michael Gove,UK’s Education Secretary,from taking their children out of school to save money on holidays.He is to abolish the right of head teacher to“authorise absence”from the classroom,which has been used to let families take term-time breaks,and will warn them they face fines for their children not being at school.“Any time out of school has the potential to damage a child’s education,”a senior source at the Department for Education said this weekend.“That is why the government will end the distinction between authorised and unauthorised absence.”“This is part of the government’s wider commitment to bring down truancy levels in our schools.There will also be stricter penalties for parents and schools.”The tough measures on truancy are part of a wider attempt by e to make education more academically rigorous and to tackle a culture in the educational establishment which he believes has accepted“excuses for failure”.Russell Hobby,the general secretary of the National Association of Head Teachers,said the measure would discourage parents from trying to put pressure on heads to sanction term-time holiday.“The high cost of holidays outside of term time is still an issue but ultimately a child’s education is more important than a holiday,”he said.Write your response on ANSWER SHEET THREE.—THE END—PARTⅡLISTENING COMPRENSIONV X : xiazaipdfSECTION A TALK下列各题必须使用黑色字迹签字笔在答题区域内作答，超出红色矩形边框限定区域的答案无效。

(公英A级)2015-2016-1 职业英语(一)口语考试试题

Part I: Read the following words. (15 x 2 =30 pts)jar pour stuff tread popthrill frame sand represent championavailability present reference interviewee sloganPart II: Read the following paragraph. (30 pts)Today, Adidas is the world’s number one sportswear company with total sales of €10.3 billion and profit growth of 9% in 2007. Things are now definitely on track and, if the current marketing slogan, “Impossible is Nothing”, is anything to go by, the company is doing very well. This is not surprising when you consider that Adidas now continuously outperforms the rest of the sector and has enjoyed eight years of continuous double-digit net income growth.Part III: Deliver a speech of 1 minute based upon thefollowing topic.(40 pts)Do you do summer jobs? Why or Why not?Part I: Read the following words. (15 x 2 =30 pts)scale spend brand seek rangetrack candidate convince generate commitmentinvestment priority pebble recognize medicalPart II: Read the following paragraph. (30 pts)The first thing you want to do is to introduce yourself to your customer. Offer them a seat and make them feel as comfortable as possible. Get to know your customer, talk about non-business subjects; this will take some of the pressure off both of you and make it easier to talk to one another. Once you believe that you and your customer have found a comfort level, begin to evaluate your customer’s needs.Part III: Deliver a speech of 1 minute based upon the following topic.(40 pts)If you have too many things to do, how do you manage your time?Part I: Read the following words. (15 x 2 =30 pts)network base plan store aimpartner modest rural develop athleteprofit definitely digit product consumerPart II: Read the following paragraph. (30 pts)What is a behavioral interview? It is based on discovering how the interviewee acted in specific employment-related situations. The logic is that how you behaved in the past will predict how you will behave in the future, i.e., past performance predicts future performance.Part III: Deliver a speech of 1 minute based upon the following topic.(40 pts)Please present a product.Part I: Read the following words. (15 x2 =30 pts)hold walk both thought matchconvenience retail head average expressionimpression exactly introduce comfortable pressurePart II: Read the following paragraph. (30 pts)As a result, the company has been improving its distribution plan, concentrating on expanding its own outlets or “controlled” space and improving retail relationships. Now there are over 1,000 Adidas stores around the world and, in the run up to the Beijing Olympics, the company opened an average of two stores a month in China.Part III: Deliver a speech of 1 minute based upon the following topic.(40 pts)How do you prepare for a job interview?Part I: Read the following words. (15 x 2 =30 pts)share add sixth earn trustpredict traditional major challenge handlespecific review confidence overcome globalPart II: Read the following paragraph. (30 pts)Pay attention to the things that are important in your life and spend time on the important.Some of the important things are:Spend time with your family;Spend time with your people;Spend time for your customers;Play with your children;Take time to get medical checkups;Take your partner out once a while;Take time to renew yourself;Find time for maintenance;Spend time on preventing than on solving problems;Part III: Deliver a speech of 1 minute based upon the following topic.(40 pts)What are your strengths and weaknesses?。

大学英语三级A级试题五2016年

大学英语三级A级试题五2016年(总分：96.00，做题时间：120分钟)一、{{B}}Part Ⅰ Listening Comprehensionm{{/B}}(总题数：1，分数：5.00)（分数：5.00）A.At a hotel.B.At an airport.C.At a restaurant.D.At a bank. √解析：【解析】根据文中“open a savings account”可知，男士想开个存款账户，所以只能是在银行，故选D。

A.It is bigger.B.It is a prettier color.C.It has a larger garden. √D.It has a prettier garden.解析：【解析】根据女士的回答“but the brick one has a bigger garden”可知，女士喜欢有较大花园的房子，故选C。

A.Anderson is hungry. √B.Anderson is not hungry.C.Anderson is full.D.Anderson is not full.解析：A.Next week. √B.This week.C.The day after tomorrow.D.Tomorrow解析：【解析】根据女士的话语“next week”可知，女士打算下周去马德里，故选A。

A.She' 11 go to the theatre.B.She' 11 go to England.C.She' 11 drive to see her sister.D.She' 11 chive her mother to the airport．√解析：【解析】根据女士的回答“my mother wants me to drive her to the airport”可知，女士要送她妈妈去机场，故选D。

2016年高考英语一轮复习Unit5Firstaid基础巩固练习新人教版必修5

高三英语大一轮B5U5 First aid复习练习1. —Are you a teacher? —No，but I ______.I worked in a middle school for three years. A．am B．will C．do D．was2. --Which do you think is Professor Wang? --The man ______ on the sofa, reading.A. is lyingB. layC. layingD. lying3. The earthquake hit the southeast of the country，causing 6 deaths and hundreds of_______.A. hurtsB. damagesC. woundsD. injuries4. Was it in the house ______ he lived ______ the ring was stolen?A. that, whereB. where, whereC. where, thatD.that, that5. The hostess told us it was _______that caused her to serve dinner an hour later than usual.A. we being lateB. our being lateC. we were too lateD. because we wore6. Washington, a state in the United States, was named _______one of the greatest American presidents.A. in honor ofB. instead ofC. in favor ofD. by means of7. Many people agree that______ knowledge of English is a must in ______international trade today.A. a; /B. the; anC. the; theD. /; the8. The government is under great ______ because many people have been out of work in this city recently.A. pressureB. treatmentC. influenceD. support9. The project we are engaged in is of ______ importance, because it will be a bridge betweenChina and other countries.A. properB. guiltyC. fairD. vital10. ______ the aid of the police, the Smiths finally put their hands ______ the young manwho had saved their son from the river.A. Under; inB. With; inC. Under; onD. With; on11. Unless________ to speak, you should remain silent at the conference.A. invitedB. invitingC. being invitedD. having invited12. From the ________ shown in the dead body, he ________to death by a certain poisonouschemical, but I can't tell exactly which.A. symptoms; must have been poisonedB. signs; should have been poisonedC. symbols; could have been poisonedD. appearances; may have been poisoned选词填空：make a difference squeeze out in place bleed give first aid fall inpourknock over poison swell apply put on e’s hands on depend on1. The classroom is in a mess. Please put everything ___________________.2. They are now in great need of help，so I think your support will certainly ________.3. John’s finger has just been cut by a sharp knife and it ____________________ now.4. The little boy _______________ the bottle _____________ while running to his mother.5. Every one of us should learn some basic knowledge of __________________, in case of6. My mother was caught in the rain yesterday, so I was afraid that she would _____________________.7. It is good manners in China that if a guest comes to your house, you should _________him or her a cup of tea.8. The boys of Kirkwall are divided into two teams during the match ___________________which part of the town they come from.9. Barbara quickly ____________ pressure to the wound in the teenager’s head and askedher not to move.10. As a growing number of cars are produced and used，the emission from their exhaustpipescontains an even larger volume of(大量的) _________________ gas.完成句子：1. __________________(据报道) that ____________________(大量的) houses were destroyed bythe strong earthquake in Ya’an and now t he victims _______________________________(急需帮助).2. _______________________________(随着…的流行popularity) the Internet banking, ______________ _______________________ (对你来说申请…更加便利)a business credit card for personal use online.3. I think it ______________(必要的) that one ________________________(精通，了解)Englishif one wants to ______________________(从事)international trade.4. He was running hard to ______________________(追上，赶上)the rest of the his team whenhe fell over his own feet. When he______________________(挣扎着站起来), he felt his left ankle ____________(sprain), and found his left hand _________(swell) and his nose ___________(bleed).5. When the police ____________________(闯入) the room, they _____________________(被吓到)the scene: a middle-aged man _______________(lie) on the floor, with a cupboard _______ him, his feet and hands ______ tight with electric wires, his throat _____ open and a pair of scissors ______ deep in the chest.6. People _________________(expose)radiation are ______________________________(更有可能遭受)certain forms of cancer, which can be ______ but can't be ______at present7. _______________________(适量的) temporary pressure can ______________(充当，担当) a kind of motivation to do something well, but once it becomes _______________(持续不断的) or permanent, psychological problems are likely to ___________(arise/rise/raise/arouse).8. Everybody on the spot ______________________(深深地触动) the bravery the young girl who took off her only blouse, ______________(dress) the burns and ________________(应用) the mouth-to-mouth method ________ save the man who was in a coma(昏迷) because of a bad electric shock.短文改错Knowing how to do in case of fire is important. If the fire broke out, what would youdo? First, you should warn everyone in the house about the danger. Don't panic (惊慌)or start shouting. Be calmly and act fast. Second, you and all others should get out ofthe house. Don't stop take anything with you. Once you are out of the house, stay out. Donot come back for any reason Finally, when you are out of the house, call the firedepartment. Don't try to put off the fire yourself. That can be dangerous if you do.解析：D “No，but I was”是“No，I am not a teacher，but I was a teacher (in the past)”的省略，意为：“我现在不是老师，但以前当过老师。

EPA_目录USEPA Test Guidelines

EPA OPPTS Harmonized Test GuidelinesThe Office of Prevention, Pesticides and Toxic Substances (OPPTS) has developed these guidelines through a process of harmonization that blended the testing guidance and requirements that existed in the Office of Pollution Prevention and Toxics (OPPT) and appeared in title 40, chapter I, subchapter R of the Code of Federal Regulations (CFR), the Office of Pesticide Programs (OPP) which appeared in publications of the National Technical Information Service (NTIS), and the guidelines published by the Organization for Economic Cooperation and Development (OECD).The purpose for harmonizing these guidelines into a single set of OPPTS guidelines is to minimize variations among the testing procedures that must be performed to meet the data requirements of the U. S. Environmental Protection Agency under the Toxic Substances Control Act (TSCA) (15 U.S.C. 2601) and the Federal Insecticide, Fungicide and Rodenticide Act (FIFRA) (7 U.S.C. 136 et seq.).Series: The OPPTS harmonized guidelines are organized in the following 10 series: •810 - Product Performance Test Guidelines•830 - Product Properties Test Guidelines•835 - Fate, Transport and Transformation Test Guidelines•840 - Spray Drift Test Guidelines•850 - Ecological Effects Test Guidelines•860 - Residue Chemistry Test Guidelines•870 - Health Effects Test Guidelines•875 - Occupational and Residential Exposure Test Guidelines•880 - Biochemicals Test Guidelines•885 - Microbial Pesticide Test GuidelinesSeries 810 Product Performance Test Guidelines—FinalsThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.1.810.1000 Overview, Definitions, and General Considerations (20pp, 53KB)2.810.3000 General Considerations for Efficacy of Invertebrate Control Agents (5pp, 13KB)3.810.3100 Soil Treatments for Imported Fire Ants (4pp, 11KB)4.810.3200 Livestock, Poultry, Fur- and Wool-Bearing Animal Treatments (8pp, 23 KB)5.810.3300 Treatments to Control Pests of Humans and Pets (10pp, 26KB)6.810.3400 Mosquito, Black Fly, and Biting Midge (Sand Fly) Treatments (5pp, 14KB)7.810.3500 Premises Treatments (8pp, 23KB)8.810.3600 Structural Treatments (6pp, 16KB)9.810.3800 Methods for Efficacy Testing of Termite Baits (22pp, 99KB)Public Draft10.810.3700 Insect Repellents For Human Skin and Outdoor Premises (PDF) (13pp, 38 KB)________________________________________Series 830 Product Properties Test GuidelinesThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.Public Drafts•Guidelines in Public DraftFinal Guidelines•Final Guidelines•Revised Final Guidelines________________________________________Series 830 Product Performance Test Guidelines - Public DraftsThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.830.1550 Product identity and composition (PDF) (5pp, 16KB)830.1600 Description of materials used to produce the product (PDF) (4pp, 14KB)830.1620 Description of production process (PDF) (4pp, 14KB)830.1650 Description of formulation process (PDF) (3pp, 12KB)830.1670 Discussion of formation of impurities (PDF) (4pp, 15KB)830.1700 Preliminary analysis (PDF) (5pp, 18KB)830.1750 Certified limits (PDF) (7pp, 24KB)830.1800 Enforcement analytical method (PDF) (5pp, 12KB)830.1900 Submittal of samples (PDF) (3pp, 18KB)830.6302 Color (PDF) (4pp, 15KB)830.6303 Physical state (PDF) (3pp, 13KB)830.6304 Odor (PDF) (3pp, 13KB)830.6313 Stability to sunlight, normal and elevated (PDF (4pp, 13KB)830.6314 Oxidizing or reducing action (PDF) (5pp, 19KB)830.6315 Flammability (PDF) (5pp, 20KB)830.6316 Explodability (PDF) (6pp, 21KB)830.6317 Storage stability of product (PDF) (5pp, 15KB)830.6319 Miscibility (PDF) (5pp, 18KB)830.6320 Corrosion characteristics (PDF) (4pp, 16KB)830.6321 Dielectric breakdown voltage (PDF) (5pp, 18KB)830.7000 pH of water solutions or suspensions (PDF) (3pp, 13KB)830.7050 UV/Visible absorption (PDF) (7pp, 20KB)830.7100 Viscosity (PDF) (7pp, 31KB)830.7200 Melting point/melting range (PDF) (5pp, 20KB)830.7220 Boiling point/boiling range (PDF) (13pp, 87KB)830.7300 Density/relative density (PDF) (5pp, 22KB)830.7370 Dissociation constant in water (PDF) (8pp, 31KB)830.7520 Particle size, fiber length, and diameter distribution (PDF) (13pp, 99KB)830.7550 Partition coefficient(n-octanol/H2O), shake flask method (PDF) (8pp, 33KB)830.7560 Partition coefficient (PDF)(20pp, 83KB)830.7570 Partition coefficient (n-octanol/H2O), estimation by liquid (PDF) (11pp, 37KB)830.7840 Water solubility Column elution method; shake flask (PDF) (14pp, 60KB)830.7860 Water solubility, generator column method (PDF) (19pp, 72KB)830.7950 Vapor pressure (PDF) (19pp, 76KB)________________________________________Series 830 Product Performance Test Guidelines—FinalsThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.830.1000 Background for product properties test guidelines (PDF) (23pp, 66KB)830.1550 Product identity and composition (PDF) (5pp, 12KB)830.1600 Description of materials used to produce the product (PDF) (4pp, 10KB)830.1620 Description of production process (PDF)(4pp, 10KB)830.1650 Description of formulation process (PDF) (4pp, 8KB)830.1670 Discussion of formation of impurities (PDF)(4pp, 11KB)830.1700 Preliminary analysis (PDF)(5pp, 13KB)830.1750 Certified limits (PDF) (5pp, 8KB)830.1800 Enforcement analytical method (PDF) (3pp, 8KB)830.1900 Submittal of samples (PDF) (3pp, 11KB)830.6302 Color (PDF) (4pp, 9KB)830.6303 Physical state (PDF) (3pp, 9KB)830.6304 Odor (PDF) (3pp, 12KB)830.6313 Stability to normal and elevated (PDF) (4pp, 11KB)830.6314 Oxidation/reduction chemical incompatability (PDF) (4pp, 13KB)830.6315 Flammability (PDF) (5pp, 13KB)830.6316 Explodability (PDF) (5pp, 13KB)830.6317 Storage stability (PDF) (4pp, 11KB)830.6319 Miscibility (PDF) (4pp, 11KB)830.6320 Corrosion characteristics (PDF) (3pp, 9KB)830.6321 Dielectric breakdown voltage (PDF) (4pp, 11KB)830.7000 pH (PDF) (3pp, 9KB)830.7050 UV/Visible absorption (PDF) (7pp, 19KB)830.7100 Viscosity (PDF) (7pp, 23KB)830.7200 Melting point/melting range (PDF) (15pp, 4KB)830.7220 Boiling point/boiling range (PDF) (13pp, 66KB)830.7300 Density/relative density/bulk density (PDF) (5pp, 16KB)830.7370 Dissociation constant in water (PDF) (8pp, 23KB)830.7520 Particle size, fiber length, and diameter distribution (PDF) (13pp, 97KB) 830.7550 Partition coefficient(n-octanol/water), shake flask method (PDF) (9pp, 25KB) 830.7560 Partition coefficient (PDF) (21pp, 81KB)830.7570 Partition coefficient (n-octanol/water), estimation by liquid (PDF) (11pp, 35KB) 830.7840 Water solubility Column elution method; shake flask (PDF) (14pp, 59KB) 830.7860 Water solubility, generator column method (PDF) (19pp, 71KB)830.7950 Vapor pressure (PDF) (19pp, 75KB)________________________________________Series 830 Product Performance Test Guidelines - Revised Final GuidelinesThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.Revised March 1998830.1000 Background for product properties test guidelines (PDF) (23pp, 66KB)830.7200 Melting point/melting range (PDF) (5pp, 15KB)830.7300 Density/relative density/bulk density (PDF) (5pp, 16KB)830.7840 Water solubility column elution method; shake flask (PDF) (14pp, 59KB)830.7860 Water solubility, generator column method (PDF) (19pp, 66KB)Revised June 2002830.6317 Storage stability (PDF) (4pp, 16KB)830.7300 Density/relative density/bulk density (PDF) (5pp, 74KB)________________________________________Series 835 Fate, Transport and Transformation Test Guidelines -- Public DraftsThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.835.1110 Activated sludge sorption isotherm (PDF) (9pp, 32KB)835.1210 Soil thin layer chromatography (PDF) (8pp, 29KB)835.1220 Sediment and soil adsorption/desorption isotherm (PDF) (20pp, 74KB)835.2110 Hydrolysis as a function of pH (PDF) (18pp, 83KB)835.2130 Hydrolysis as a function of pH and temperature (PDF) (16pp, 69KB)835.2210 Direct photolysis rate in water by sunlight (PDF) (37pp, 173KB)835.2310 Maximum direct photolysis rate in air from UV/visible spectroscopy (PDF) (21pp, 121KB)835.3100 Aerobic aquatic biodegradation (PDF) (10pp, 75KB)835.3110 Ready biodegradability (PDF) (55pp, 203KB)835.3120 Sealed-vessel carbon dioxide production test (PDF) (15pp, 43KB)835.3170 Shake flask die-away test (PDF) (11pp, 49KB)835.3180 Sediment/water microcosm biogradation test (PDF) (14pp, 40KB)835.3200 Zahn-Wellens/EMPA test (PDF) (14pp, 63KB)835.3210 Modified SCAS test (PDF) (8pp, 28KB)835.3220 Porous pot test (PDF) (23pp, 164KB)835.3300 Soil biodegradation (PDF) (10pp, 51KB)835.3400 Anaerobic biodegradability of organic chemicals (PDF) (10pp, 34KB)835.5045 Modified SCAS test for insoluble and volatile chemicals (PDF) (7pp, 14KB)835.5154 Anaerobic biodegradation in the subsurface (PDF) (12pp, 41KB)835.5270 Indirect photolysis screening test Sunlight photolysis in waters containing dissolved humic substances (PDF) (24pp, 104KB)________________________________________Series 835 Fate, Transport and Transformation Test Guidelines -- Final GuidelinesThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for reviewunder Federal regulations.835.1110 Activated sludge sorption isotherm (PDF) (9pp, 25KB)835.1210 Soil thin layer chromatography (PDF) (8pp, 21KB)835.1220 Sediment and soil adsorption/desorption isotherm (PDF) (20pp, 56KB)835.2110 Hydrolysis as a function of pH (PDF) (18pp, 44KB)835.2130 Hydrolysis as a function of pH and temperature (PDF) (16pp, 40KB)835.2210 Direct photolysis rate in water by sunlight (PDF) (37pp, 127KB)835.2310 Maximum direct photolysis rate in air from UV/visible spectroscopy (PDF) (21pp, 91KB)835.3100 Aerobic aquatic biodegradation (PDF) (10pp, 53KB)835.3110 Ready biodegradability (PDF) (55pp, 156KB)835.3120 Sealed-vessel carbon dioxide production test (PDF) (14pp, 41KB)835.3160 Biodegradability in sea water (PDF) (33pp, 111KB)835.3170 Shake flask die-away test (PDF) (11pp, 30KB)835.3180 Sediment/water microcosm biogradation test (PDF) (14pp, 38KB)835.3200 Zahn-Wellens/EMPA test (PDF) (10pp, 46KB, PDF)835.3210 Modified SCAS test (PDF) (8pp, 21KB)835.3220 Porous pot test (PDF) (24pp, 129KB)835.3300 Soil biodegradation (PDF) (10pp, 38KB)835.3400 Anaerobic biodegradability of organic chemicals (PDF) (10pp, 32KB)835.5045 Modified SCAS test for insoluble and volatile chemicals (PDF) (7pp, 19KB)835.5154 Anaerobic biodegradation in the subsurface (PDF) (12pp, 31KB)835.5270 Indirect photolysis screening test Sunlight photolysis in waters containing dissolved humic substances (PDF) (24pp, 78KB)Series 840 Spray Drift Test Guidelines - Final GuidelinesThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.840.1000 Background for Pesticide Aerial Drift Evaluation (PDF) (5pp, 14KB)840.1100 Spray Droplet Size Spectrum (PDF) (7pp, 18KB)840.1200 Spray Drift Field Deposition (PDF) (8pp, 22KB)________________________________________Series 850 Ecological Effects Test GuidelinesThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.Public Drafts•Guidelines in Public Drafts•Master Guideline List (PDF) (1p, 9KB)•Summary of Changes (PDF) (10pp, 22KB)________________________________________Series 850 Ecological Effects Test Guidelines -- Public DraftsThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.1.850.1000 Special considerations for conducting aquatic laboratory studies (13pp, 45KB)2.850.1010 Aquatic invetebrate acute toxicity, test, freshwater daphnids (PDF) (10pp, 36KB)3.850.1020 Gammarid acute toxicity test (PDF) (11pp, 36KB)4.850.1025 Oyster acute toxicity test (shell deposition) (PDF) (9pp, 32KB)5.850.1035 Mysid acute toxicity test (PDF) (10pp, 34KB)6.850.1045 Penaeid acute toxicity test (PDF) (9pp, 32KB)7.850.1055 Bivalve acute toxicity test (embryo larval) (PDF) (7pp, 27KB)8.850.1075 Fish acute toxicity test, freshwater and marine (PDF) (13pp, 45KB)9.850.1085 Fish acute toxicity mitigated by humic acid (PDF) (10pp, 35KB)10.850.1300 Daphnid chronic toxicity test (PDF) (12pp, 42KB)11.850.1350 Mysid chronic toxicity test (PDF) (10pp, 36KB)12.850.1400 Fish early-life stage toxicity test (PDF) (15pp, 66KB)13.850.1500 Fish life cycle toxicity (PDF) (4pp, 16KB)14.850.1710 Oyster BCF (PDF) (14pp, 50KB)15.850.1730 Fish BCF (PDF) (25pp, 74KB)16.850.1735 Whole sediment acute toxicity invertebrates, freshwater (PDF) (19pp, 65KB)17.850.1740 Whole sediment acute toxicity invertebrates, marine (PDF) (14pp, 50KB)18.850.1790 Chironomid sediment toxicity test (PDF) (16pp, 57KB)19.850.1800 Tadpole/sediment subchronic toxicity test (PDF) (15pp, 49KB)20.850.1850 Aquatic food chain transfer (PDF) (4pp, 16KB)21.850.1900 Generic freshwater microcosm test, laboratory (PDF) (28pp, 76KB)22.850.1925 Site-specific aquatic microcosm test, laboratory (PDF) (21pp, 91KB)23.850.1950 Field testing for aquatic organisms (PDF) (7pp, 21KB)24.850.2100 Avian acute oral toxicity test (PDF) (11pp, 38KB)25.850.2200 Avian dietary toxicity test (PDF) (12pp, 42KB)26.850.2300 Avian reproduction test (PDF) (16pp, 53KB)27.850.2400 Wild mammal acute toxicity (PDF) (5pp, 18KB)28.850.2450 Terrestrial (soil-core) microcosm test (PDF) (19pp, 123KB)29.850.2500 Field testing for terrestrial wildlife (PDF) (43pp, 115KB)30.850.3020 Honey bee acute contact toxicity (PDF) (8pp, 27KB)31.850.3030 Honey bee toxicity of residues on foliage (PDF) (6pp, 23KB)32.850.3040 Field testing for pollinators (PDF) (5pp, 18KB)33.850.4000 Background-Nontarget plant testing (PDF) (15pp, 50KB)34.850.4025 Target area phytotoxicity (PDF) (15pp, 51KB)35.850.4100 Terrestrial plant toxicity, Tier I (seedling emergence) (PDF) (8pp, 29KB)36.850.4150 Terrestrial plant toxicity, Tier I (vegetative vigor) (PDF) (8pp, 28KB)37.850.4200 Seed germination/root elongation toxicity test (PDF) (8pp, 29KB)38.850.4225 Seedling emergence, Tier II (PDF) (10pp, 36KB)39.850.4230 Early seedling growth toxicity test (PDF) (9pp, 33KB)40.850.4250 Vegetative vigor, Tier II (PDF) (10pp, 35KB)41.850.4300 Terrestrial plants field study, Tier III (PDF) (8pp, 27KB)42.850.4400 Aquatic plant toxicity test using Lemna spp. Tiers I and II (PDF) (10pp, 36KB)43.850.4450 Aquatic plants field study, Tier III (PDF) (9pp, 30KB)44.850.4600 Rhizobium-legume toxicity (PDF) (14pp, 73KB)45.850.4800 Plant uptake and translocation test (PDF) (13pp, 35KB)46.850.5100 Soil microbial community toxicity test (PDF) (11pp, 46KB)47.850.5400 Algal toxicity, Tiers I and II (PDF) (11pp, 42KB)48.850.6200 Earthworm subchronic toxicity test (PDF) (13pp, 43KB)49.850.6800 Modified activated sludge, respiration inhibition test for sparingly solublechemicals (PDF) (9pp, 37KB)50.850.7100 Data Reporting for Environmental Chemistry Methods (PDF) (9pp, 30KB)Series 860 Residue Chemistry Test Guidelines -- Public DraftsThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.860.1000 Background (PDF) (40pp, 133KB)860.1100 Chemical identity (PDF) (4pp, 12KB)860.1200 Directions for use (PDF) (9pp, 25KB)860.1300 Nature of the residue--plants, livestock (PDF) (37pp, 103KB)860.1340 Residue analytical method (PDF) (12pp, 31KB)860.1360 Multiresidue method (PDF) (4pp, 13KB)860.1380 Storage stability data (PDF) (18pp, 46KB)860.1400 Water, fish, irrigated crops (PDF) (5pp, 14KB)860.1460 Food handling (PDF) (6pp, 18KB)860.1480 Meat/milk/poultry/eggs (PDF) (18pp, 46KB)860.1500 Crop field trials (PDF) (90pp, 309KB)860.1520 Processed food/feed (PDF) (18pp, 52KB)860.1550 Proposed tolerances (PDF) (5pp, 16KB)860.1560 Reasonable grounds in support of the petition (PDF) (3pp, 11KB)860.1650 Submittal of analytical reference standards (PDF) (4pp, 12KB)860.1850 Confined accumulation in rotational crops (PDF) (12pp, 43KB)860.1900 Field accumulation in rotational crops (PDF) (10pp, 27KB)________________________________________Series 860 Residue Chemistry Test Guidelines -- Final GuidelinesThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.You will need Adobe Reader to view some of the files on this page. See EPA's PDF page to learn more.860.1000 Background (PDF) (42pp, 128KB)860.1100 Chemical identity (PDF) (3pp, 11KB)860.1200 Directions for use (PDF) (9pp, 29KB)860.1300 Nature of the residue--plants, livestock (PDF) (34pp, 126KB) 860.1340 Residue analytical method (PDF) (14pp, 45KB)860.1360 Multiresidue method (PDF) (4pp, 14KB)860.1380 Storage stability data (PDF) (17pp, 54KB)860.1400 Water, fish, irrigated crops (PDF) (5pp, 16KB)860.1460 Food handling (PDF) (6pp, 20KB)860.1480 Meat/milk/poultry/eggs (PDF) (16pp, 53KB)860.1500 Crop field trials (PDF) (91pp, 369KB)860.1520 Processed food/feed (PDF) (17pp, 64KB)860.1550 Proposed tolerances (PDF) (5pp, 17KB)860.1560 Reasonable grounds in support of the petition (PDF) (3pp, 11KB) 860.1650 Submittal of analytical reference standards (PDF) (3pp, 12KB) 860.1850 Confined accumulation in rotational crops (PDF) (12pp, 55KB) 860.1900 Field accumulation in rotational crops (PDF) (11pp, 39KB)________________________________________Series 870 Health Effects Test Guidelines -- Public DraftsThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.870.1000 Acute toxicity testing--background (PDF) (6pp, 19KB)870.1100 Acute oral toxicity (PDF) (9pp, 33KB)870.1200 Acute dermal toxicity (PDF) (9pp, 33KB)870.1300 Acute inhalation toxicity (PDF) (11pp, 19KB)870.1350 Acute inhalation toxicity with histopathology (PDF) (12pp, 41KB)870.2400 Acute eye irritation (PDF) (7pp, 26KB)870.2500 Acute dermal irritation (PDF) (10pp, 35KB)870.2600 Skin sensitization (PDF) (8pp, 29KB)870.3100 90-Day oral toxicity (PDF) (12pp, 40KB)870.3150 Subchronic nonrodent oral toxicity--90-day (PDF) (9pp, 32KB)870.3200 Repeated dose dermal toxicity--21/28 days (PDF) (14pp, 43KB)870.3250 Subchronic dermal toxicity--90 days (PDF) (15pp, 44KB, PDF)870.3465 Subchronic inhalation toxicity (PDF) (16pp, 49KB)870.3500 Preliminary developmental toxicity screen (PDF) (6pp, 22KB)870.3600 Inhalation developmental toxicity study (PDF) (9pp, 31KB)870.3700 Prenatal developmental toxicity study (PDF) (10pp, 32KB)870.3800 Reproduction and fertility effects (PDF) (14pp, 45KB)870.4100 Chronic toxicity (PDF) (17pp, 53KB)870.4200 Carcinogenicity (PDF) (18pp, 55KB)870.4300 Combined chronic toxicity/carcinogenicity (PDF) (20pp, 61KB)870.5100 Escherichia coli WP2 and WP2 uvrA Reverse Mutation Assays (PDF) (7pp, 24KB) 870.5140 Gene mutation in Aspergillus nidulans (PDF) (7pp, 25KB)870.5195 Mouse biochemical specific locus test (PDF) (7pp, 25KB)870.5200 Mouse visible specific locus test (PDF) (6pp, 23KB)870.5250 Gene mutation in Neurospora crassa (PDF) (6pp, 23KB)870.5265 The Salmonella typhimurium reverse mutation assay (PDF) (7pp, 26KB)870.5275 Sex-linked recessive lethal test in Drosophila melanogaster (PDF) (6pp, 23KB)870.5300 Detection of gene mutations in somatic cells in culture (PDF) (7pp, 26KB)870.5375 In vitro mammalian cytogenetics (PDF) (7pp, 26KB)870.5380 In vivo mammalian cytogenetics tests spermatogonial chromosomal aberrations (PDF) (8pp, 28KB)870.5385 In vivo mammalian cytogenetics tests Bone marrow chromosomal analysis (PDF) (7pp, KB)870.5395 In vivo mammalian cytogenetics tests Erythrocyte micronucleus assay (PDF) (7pp, 24KB)870.5450 Rodent dominant lethal assay (PDF) (6pp, 22KB)870.5460 Rodent heritable translocation assays (PDF) (7pp, 25KB)870.5500 Bacterial DNA damage or repair tests (PDF) (7pp, 26KB)870.5550 Unscheduled DNA synthesis in mammalian cells in culture (PDF) (7pp, 26KB)870.5575 Mitotic gene conversion in Saccharomyces cerevisiae (PDF) (6pp, 23KB)870.5900 In vitro sister chromatid exchange assay (PDF) (7pp, 26KB)870.5915 In vivo sister chromatid exchange assay (PDF) (6pp, 22KB)870.6100 Delayed neurotoxicity of organophosphorus substances following acute and 28-day exposure (PDF) (10pp, 37KB)870.6200 Neurotoxicity screening battery (PDF) (13pp, 45KB)870.6300 Developmental neurotoxicity study (PDF) (14pp, 47KB)870.6500 Schedule-controlled operant behavior (PDF) (8pp, 28KB)870.6850 Peripheral nerve function (PDF) (9pp, 31KB)870.6855 Neurophysiology Sensory evoked potentials (PDF) (13pp, 46KB)870.7200 Domestic animal safety (PDF) (10pp, 33KB)870.7485 Metabolism and pharmacokinetics (PDF) (13pp, 46KB)870.7600 Dermal penetration (PDF) (14pp, 50KB)870.7800 Immunotoxicity (PDF) (12pp, 40KB)870.8223 Pharmacokinetic (PDF) (6pp, 22KB)870.8245 Dermal pharmacokinetics of DGBE and DGBA (PDF) (5pp, 20KB)870.8300 Dermal absorption for compounds that are volatile and metabolized to carbon dioxide(PDF) (6pp, 23KB)870.8320 Oral/dermal pharmacokinetics (PDF) (8pp, 30KB)870.8340 Oral and inhalation pharmacokinetic test (PDF) (6pp, 24KB)870.8355 Combined Chronic Toxicity/Carcinogenicity Testing of Respirable Fibrous Particles (PDF) (16pp, 45KB)870.8360 Pharmacokinetics of isopropanol (PDF) (7pp, 26KB)870.8380 Inhalation and dermal pharmacokinetics of commercial hexane (PDF) (9pp, 31KB) 870.8500 Toxicokinetic test (PDF) (6pp, 23KB)870.8600 Developmental neurotoxicity screen (PDF) (11pp, 37KB)870.8700 Subchronic oral toxicity test (PDF) (9pp, 30KB)870.8800 Morphologic transformation of cells in culture (PDF) ( 24KB, PDF)________________________________________Series 870 Health Effects Test Guidelines -- Final GuidelinesThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.870.1000 Acute toxicity testing--background (PDF) (9pp, 23KB)870.1100 Acute oral toxicity (PDF) (10pp, 27KB)870.1200 Acute dermal toxicity (PDF) (10pp, 24KB)870.1300 Acute inhalation toxicity (PDF) (11pp, 21KB)870.2400 Acute eye irritation (PDF) (8pp, 22KB)870.2500 Acute dermal irritation (PDF) (8pp, 23KB)870.2600 Skin sensitization (PDF) (9pp, 29KB)870.3050 Repeated dose 28-day oral toxicity study in rodents (PDF) (17pp, 29KB)870.3100 90-Day oral toxicity in rodents (PDF) (13pp, 33KB)870.3150 90-Day oral toxicity in nonrodents (PDF) (12pp, 30KB, PDF)870.3200 21/28-Day dermal toxicity (PDF) (15pp, 36KB)870.3250 90-Day dermal toxicity (PDF) (14pp, 34KB)870.3465 90-Day inhalation toxicity (PDF) (17pp, 40KB)870.3550 Reproduction/developmental toxicity screening test (PDF) (13pp, 89KB)870.3650 Combined repeated dose toxicity study with the reproduction/developmental toxicity screening test (PDF) (17pp, 89KB)870.3700 Prenatal developmental toxicity study (PDF) (11pp, 126KB)870.3800 Reproduction and fertility effects (PDF) (14pp, 35KB)870.4100 Chronic toxicity (PDF) (18pp, 44KB)870.4200 Carcinogenicity (PDF) (17pp, 41KB)870.4300 Combined chronic toxicity/carcinogenicity (PDF) (20pp, 49KB)870.5100 Bacterial reverse mutation test (PDF) (13pp, 36KB)870.5140 Gene mutation in Aspergillus nidulans (PDF) (7pp, 18KB)870.5195 Mouse biochemical specific locus test (PDF) (7pp, 19KB)870.5200 Mouse visible specific locus test (PDF) (6pp, 16KB)870.5250 Gene mutation in Neurospora crassa (PDF) (6pp, 17KB)870.5275 Sex-linked recessive lethal test in Drosophila melanogaster (PDF) (6pp, 16KB)870.5300 In vitro mammalian cell gene mutation test (PDF) (14pp, 37KB)870.5375 In vitro mammalian chromosome aberration test (PDF) (13pp, 33KB)870.5380 Mammalian spermatogonial chromosomal aberration test (PDF) (11pp, 28KB)870.5385 Mammalian bone marrow chromosomal aberraton test (PDF) (11pp, 28KB)870.5395 Mammalian erythrocyte micronucleus test (PDF) (12pp, 32 KB)870.5450 Rodent dominant lethal assay (PDF) (6pp, 16KB)870.5460 Rodent heritable translocation assays (PDF) (7pp, 18KB)870.5500 Bacterial DNA damage or repair tests (PDF) (7pp, 19KB)870.5550 Unscheduled DNA synthesis in mammalian cells in culture (PDF) (7pp, 19KB)870.5575 Mitotic gene conversion in Saccharomyces cerevisiae (PDF) (6pp, 17KB)870.5900 In vitro sister chromatid exchange assay (PDF) (7pp, 19KB)870.5915 In vivo sister chromatid exchange assay (PDF) (6pp, 16KB)870.6100 Acute and 28-day delayed neurotoxicity of organophosphorus substances (PDF) (10pp, 28KB)870.6200 Neurotoxicity screening battery (PDF) (13pp, 33KB)870.6300 Developmental neurotoxicity study (PDF) (14pp, 36KB)870.6500 Schedule-controlled operant behavior (PDF) (8pp, 21KB)870.6850 Peripheral nerve function (PDF) (9pp, 23KB)870.6855 Neurophysiology Sensory evoked potentials (PDF) (14pp, 36KB)870.7200 Companion animal safety (PDF) (10pp, 24KB)870.7485 Metabolism and pharmacokinetics (PDF) (14pp, 36KB)870.7600 Dermal penetration (PDF) (14pp, 38KB)870.7800 Immunotoxicity (PDF) (13pp, 35KB)870.8355 Combined Chronic Toxicity/Carcinogenicity Testing of Respirable Fibrous Particles (PDF) (17pp, 183KB)________________________________________Series 870 Health Effects Test Guidelines - Revised Final GuidelinesThe harmonized test guidelines have been developed for use in the testing of pesticides and toxic substances, and the development of test data that must be submitted to the Agency for review under Federal regulations.Revised December 2002870.1000 Acute toxicity testing--background (PDF) (9pp, 45KB)870.1100 Acute oral toxicity (PDF) (37pp, 319KB)Revised March 2003870.2600 Skin Sensitization (PDF) (15pp, 185KB)________________________________________。

专业英语四级真题2016年_真题-无答案

专业英语四级真题2016年(总分100,考试时间90分钟)PART Ⅰ DICTATION1. Listen to the following passage. Altogether the passage will be read to you four times. During the first reading, which will be done at normal speed, listen and try to understand the meaning. For the second and third readings, the passage will be read sentence by sentence, or phrase by phrase, with intervals of 15 seconds. The last reading will be done at normal speed again and during this time you should check your work. You will then be given 1 minute to check through your work once more.【点此下载音频文件】PART Ⅱ LISTENING COMPREHENSIONSECTION A TALKIn this section you will hear a talk. You will hear the talk ONCE ONL Y. While listening, you may look at ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure what you fill in is both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.Now listen to the talk. When it is over, you will be given TWO minutes to check your work. What Is Grit?My questions●Why isn"t I. Q. the only difference between students?●What is the key to 1 ?My Research●investigation of all kinds of 2 , including:—West Point Military Academy— 3—**paniesMy finding: grit as predictor of success●Grit is 4 for very long-term goals.●Grit is working hard for years to make 5 .●Grit is living your life like a 6 .My survey●high school juniors took grit questionnaires● 7 kids were more likely to graduateGrit-building●little is known about how to build grit in students●data show grit is unrelated to 8●growth mindset is the bel ief that the ability to learn is 9●kids with grit believe failure is 10ConclusionWe need to be gritty about getting our kids grittier.【点此下载音频文件】1.2.3.4.5.6.7.8.9.10.SECTION B CONVERSATIONSIn this section you will hear two conversations. At the end of each conversation, five questions will be asked about what was said. Both the conversation and the questions will be spoken ONCE ONL Y. After each question there will be a ten-second pause. During the pause, you should read the four choices of A, B, C and D, and mark the best answer to each question on ANSWER SHEET TWO.You have THIRTY seconds to preview the questions.Now listen to the conversations.Conversation One【点此下载音频文件】1.A. To tell the man that he has been shortlisted for interview.B. To ask the man a few questions about his interview.C. To explain to the man how to make a presentation.D. To tell the man the procedure of the interview.2.A. Questions related to the job.B. General questions about himself.C. Specific questions about his CV.D. Questions about his future plan.3.A. Questions from the interviewers.B. Questions from the interviewee.C. Presentation from the interviewee.D. Requests from the interviewee.4.A. Educational and professional background.B. Problems he has faced and solved.C. Major successes in his career so far.D. Company future and his contribution.5.A. 11 a. m., next Tuesday.B. 11 a. m., next Thursday.C. 9 a. m., this Tuesday.D. 9 a. m., this Thursday.Conversation Two【点此下载音频文件】1.A. The disadvantages of college loans.B. Government financing in college education.C. How to handle the problem of college loans.D. How college students pay for their education.2.A. It has increased by 6 to 8%.B. It has increased by 8 to 10%.C. It has decreased by 6 to 8%.D. It has decreased by 8 to 10%.3.A. Student"s family income.B. First year salary after graduation.C. A fixed amount of 30,000 dollars.D. Payment in the next ten years.4.A. Students can borrow money first.B. Students pay no tax on savings.C. Students pay less tax after graduation.D. Students withdraw without paying tax.5.A. Giving up charitable or volunteer work.B. Neglecting their study at college.C. Giving up further education.D. Neglecting high salary in job-seeking.PART Ⅲ LANGUAGE KNOWLEDGEThere are twenty sentences in this section. Beneath each sentence there are four words or phrases marked A, B, C and D. Choose one word or phrase that **pletes the sentence.1. How can I concentrate if you ______ continually ______ me with silly questions?A. have...interruptedB. are...interruptedC. had...interruptingD. were...interrupting2. Among the four sentences below, Sentence ______ expresses the highest degree of possibility.A. It may take a long time to find a solution to the problem.B. It might take a long time to find a solution to the problem.C. It could take a long time to find a solution to the problem.D. It should take a long time to find a solution to the problem.3. She is a better speaker than ______ in the class.A. any boyB. the other boysC. other any girlD. all the girls4. Nobody heard him sing, ______.A. did oneB. did heC. didn"t theyD. did they5. I can"t put up with ______.A. that friend of youB. that friend of yoursC. the friend of youD. the friend of yours6. There has been an increasing number of ______ in primary schools in the past few years.A. man teacherB. men teacherC. man teachersD. men teachers7. This is one of the issues that deserve ______.A. being mentionedB. mentioningC. to mentionD. for mention8. The audience ______ excited on seeing ______ favorite star glide onto the stage.A. were...theirB. were...itsC. was...theirD. was...one"s9. ______ your advice, I would have made the wrong decision.A. Hadn"t it been forB. Had it not been forC. Had it been forD. Had not it been for10. The sentence I wish I had been more careful in spending money expresses the speaker"s ______.A. hopeB. joyC. regretD. relief11. The Attorney General ordered a federal autopsy of Brown"s body, seeking to ______ the family **munity there would be a thorough investigation into his death.A. ensureB. insureC. assureD. ascertain12. The police department came under strong criticism for both the death of an unarmed man and its handling of the ______.A. consequenceB. outcomeC. resultD. aftermath13. The Foreign Secretary tried to ______ doubts about his handling of the crisis.A. dispelB. expelC. repelD. quell14. Mutual funds are thus best for investors who don"t want to take the time to study stocks in detail or who ______ the resources to build a portfolio.A. depriveB. lackC. yearnD. attain15. Chris ran ______ John at a sporting-goods trade show and the two quickly struck ______ an easy rapport.A. into...upB. on...intoC. across...onD. against...into16. "I am leaving the country soon," he told a ______ convened group of reporters.A. especiallyB. particularlyC. speciallyD. specifically17. Israel and Hamas had reached a deal on extending the ______ ceasefire by an extra 24 hours until Tuesday at midnight.A. contemporaryB. makeshiftC. spontaneousD. temporary18. ______ to unplugging the alarm clock and trusting your ability to wake on time on your own, you should probably ease yourself into the new arrangement by keeping a very regular schedule for several weeks.A. DueB. PriorC. RelatedD. Thanks19. If you are an athlete, strong abdominal muscles help you ensure a strong back and freedom from injury during ______ upper-body movement.A. valiantB. variableC. vigilantD. vigorous20. Finning is a cruel ______ in which the shark"s fins are lopped off, and the live shark is thrown back to sea.A. realityB. truthC. practiceD. skillPART Ⅳ CLOZEDecide which of the words given in the box below would **plete the passage if inserted in the corresponding blanks. The words can be used ONCE ONL Y. Mark the letter for each word on ANSWER SHEET TWO.A. ampleB. combinationsC. directlyD. disseminatedE. generationsF. genuinelyG. insteadH. listsI. promulgatedJ. publicizedK. scant L. shaped M. sophisticated N. transplanted O. virtualImagine a world without writing. Obviously there would be no books: no novels, no encyclopedias, no cookbooks, no textbooks, no telephone books, no scriptures, no diaries, no travel guides. There would be no ball-points, no typewriters, no computers, no Internet, no magazines, no movie credits, no shopping lists, no newspapers, no tax returns. But such 1 of objects almost miss the point. The world we live in has been indelibly marked by the written word, 2 by the technology of writing over thousands of years. Ancient kings proclaimed their authority and 3 their laws in writing. Scribes administered great empires by writing, their knowledge of recording and retrieving information essential to **plex societies. Religious traditions were passed on through 4 , and spread to others, in writing. Scientific and technological progress was achieved and 5 through writing. Accounts in trade **merce could be kept because of writing. Nearly every step of civilization has been mediated through writing. A world without writing would bear 6 resemblance to the one we now live in. Writing is a 7 necessity to the societies anthropologists call civilizations. A civilization is distinguished from other societies by **plexity of its social organization, by its construction of cities and large public buildings, and by the economic specialization of its members, many of whom are not 8 involved in food procurement or production. A civilization, with its taxation and tribute systems, its trade and its public works, requires a 9 system of record keeping. And so the early civilizations of Egypt, China, and (probably) India all developed a system of writing. Only the Peruvian civilization of the Incas and their predecessors did not use writing but 10 invented a system of keeping records on knotted color-coded strings known asquipu.1.2.3.4.5.6.7.8.9.10.PART Ⅴ READING COMPREHENSIONSECTION A MULTIPLE-CHOICE QUESTIONSIn this section there are three passages followed by ten multiple-choice questions. For each multiple-choice question, there are four suggested answers marked A, B, C and D. Choose the one that you think is the best answer and mark your answers on ANSWER SHEET TWO. PASSAGE ONEWhen I was twenty-seven years old, I was a mining-broker"s clerk in San Francisco, and an expert in all the details of stock traffic. I was alone in the world, and had nothing to depend upon but my wits and a clean reputation; but these were setting my feet in the road to eventual fortune, and I was content with the prospect. My time was my own after the afternoon board, Saturdays, and I was accustomed to putting it in on a little sail-boat on the bay. One day I ventured too far, and was carried out to sea. Just at nightfall, when hope was about gone, I was picked up by a small ship which was bound for London. It was a long and stormy voyage, and they made me work my passage without pay, as a common sailor. When I stepped ashore in London my clothes were ragged and shabby, and I had only a dollar in my pocket. This money fed and sheltered me twenty-four hours. During the next twenty-four I went without food and shelter.About ten o"clock on the following morning, dirty and hungry, I was dragging myself along Portland Place, when a child that was passing, towed by a nurse-maid, tossed a big pear—minus one bite—into the gutter. I stopped, of course, and fastened my desiring eye on that muddy treasure. My mouth watered for it, my stomach craved it, my whole being begged for it. But every time I made a move to get it some passing eye detected my purpose, and of course I straightened up then, and looked indifferent and pretended that I hadn"t been thinking about the pear at all. This same thing kept happening and happening, and I couldn"t get the pear.I was just getting desperate enough to brave all the shame, and to seize it, when a window behind me was raised, and a gentleman spoke out of it, saying: "Step in here, please."I was admitted by a man servant, and shown into a sumptuous room where a couple of elderly gentlemen were sitting. They sent away the servant, and made me sit down. They had just finished their breakfast, and the sight of the remains of it almost overpowered me. I could hardly keep my wits together in the presence of that food, but as I was not asked to sample it, I had to bear my trouble as best as I could.Now, something had been happening there a little before, which I did not know anything about until a good many days afterwards, but I will tell you about it now. Those two old brothers had been having a pretty hot argument a couple of days before, and had ended by agreeing to decide it by a bet, which is the English way of settling everything.You will remember that the Bank of England once issued two notes of a million pounds each, to be used for a special purpose connected with some public transaction with a foreign country. For some reason or other only one of these had been used and canceled; the other still lay in the vaults of the Bank. Well, the brothers chatting along, happened to get to wondering what might be the fate of a perfectly honest and intelligent stranger who should be turned adrift in London without a friend, and with no money but that million-pound bank-note, and no way to account for his being in possession of it. Brother A said he would starve to death; Brother B said he wouldn"t. Brother A said he couldn"t offer it at a bank or anywhere else, because he would be arrested on the spot. So they went on disputing till Brother B said he would bet twenty thousand pounds that the man would live thirty days, anyway, on that million, and keep out of jail, too. Brother A look him up. Brother B went down to the Bank and bought that note. Then he dictated a letter, which one of hisclerks wrote out a beautiful round hand, and then the two brothers sat at the window a whole day watching for the right man to give it to.I finally became the pick of them.PASSAGE TWOThe concept of peace is a very important one in cultures all over the world. Think about how we greet people. In some languages, the phrases for greetings contain the word for peace. In some cultures we greet people by shaking hands or with another gesture to show that we are not carrying weapons—that we come in peace. And there are certain symbols which people in very different cultures recognize as representing peace. Let"s look at a few of them.The doveThe dove has been a symbol of peace and innocence for thousands of years in many different cultures. In ancient Greek mythology it was a symbol of love and the renewal of life. In ancient Japan a dove carrying a sword symbolized the end of war.There was a tradition in Europe that if a dove flew around a house where someone was dying then their soul would be at peace. And there are legends which say that the devil can turn himself into any bird except for a dove. In Christian art, the dove was used to symbolize the Holy Ghost and was often painted above Christ"s head.But it was Pablo Picasso who made the dove a modem symbol of peace when he used it on a poster for the World Peace Congress in 1949.The rainbowThe rainbow is another ancient and universal symbol, often representing the connection between human beings and their gods. In Greek mythology it was associated with Iris, the goddess who brought messages from the gods on Mount Olympus. In Scandinavian mythology the rainbow was a bridge between the gods and the earth. In the Bible a rainbow showed Noah that the Biblical flood was finally over, and that God had forgiven his people. In the Chinese tradition, the rainbow is a common symbol for marriage because the colours represent the union of yin and yang. Nowadays the rainbow is used by many popular movements for peace and the environment, representing the possibility of a better world in the future and promising sunshine after the rain. MistletoeThis plant was sacred in many cultures, generally representing peace and love. Most people know of the tradition of kissing under the mistletoe at Christmas time, which **es from Scandinavian mythology. The goddess Freya"s son was killed by an arrow made of mistletoe, so, in honour of him, she declared that it would always be a symbol of peace. It was often hung in doorways as a sign of friendship.The ancient Druids believed that hanging mistletoe in your doorway protected you from evil spirits. Tribes would stop fighting for a period of time if they found a tree with mistletoe. But you will never see mistletoe in a Christian church—it is banned because of its associations with pagan religion and superstition.The olive branchThe olive tree has always been a valuable source of food and oil. In Greek mythology, the goddess Athena gave the olive tree to the people of Athens, who showed their gratitude by naming the city after her. But no one knows for sure when or why it began to symbolize peace. There is probably a connection with ancient Greece. Wars between states were suspended during the Olympic Games, and the winners were given crowns of olive branches. The symbolism **e from the fact that theolive tree takes a long time to produce fruit, so olives could only be cultivated successfully in long periods of peace. Whatever the history, the olive branch is a part of many modem flags symbolizing peace and unity. One well-known example is the United Nations symbol.The ankhThe ankh is an ancient symbol which was adopted by the hippie movement in the 1960s to represent peace and love. It was found in many Asian cultures, but is generally associated with ancient Egypt. It represented life and immortality. Egyptians were buried with an ankh, so that they could continue to live in the "afterworld". The symbol was also found along the sides of the Nile, which gave life to the people. They believed that the ankh could control the flow of the river and make sure that there was always enough water.PASSAGE THREETwo sides almost never change: That you can manipulate people into self-sufficiency and that you can punish them into good citizenship.The first manifests itself in our tireless search for the magical level at which welfare grants are big enough to meet basic needs but small enough to make low-paid work attractive. The second has us looking to the criminal justice system to cure behavior that is as much as anything the result of despair.The welfare example is well known. We don"t want poor people to live in squalor or their children to be malnourished. But we also don"t want to subsidize the indolence of people who are too lazy to work. The first impulse leads us to provide housing, food stamps, medical care and a cash stipend for families in need. The second gets us to think about "workforce".We"ve been thinking about it for two reasons: the "nanny" problems of two high-ranking government officials (who hired undocumented foreigners as household helpers, presumably because they couldn"t find Americans to do the work) and President Clinton"s proposal to put a two-year limit on welfare.Maybe something useful **e of Clinton"s idea, but I"m not all that hopeful. It looks to me like one more example of trying to manipulate people into taking care of themselves.On the criminal justice side, we hope to make punishment tough enough to discourage crime but not so tough as to clog our prisons with relatively minor offenders. Too short a sentence, we fear, will create contempt for the law. Too long a sentence will take up costly space better used for the violent and unremorseful.Not only can we never find the "perfect" punishment, our search for optimum penalties is complicated by our desire for fairness: to let the punishment fit the crime. The problem is that almost any punishment—even the disgrace of being charged with a crime—is sufficient to deter the middle class, while for members of the underclass, probation may be translated as "I beat it." So how can you use the system--welfare or criminal justice—to produce the behavior we want? The answer, I suspect is: You can"t.We keep trying to use welfare and prison tochangepeople—to make them think and behave the way we do—when the truth is the incentives work only for those who already think the way we do: who view today"s action with an eye on the future.We will take lowly work (if that is all that"s available) because we believe we can make bad jobs work for us. We avoid crime not because we are better people but because we see getting caught as a future-wrecking disaster. We are guided by a belief that good things will happen for us in the future if we take proper care of the present. Even under the worst of circumstances, we believe weare in control of our lives.And we have trouble understanding that not everybody believes as we believe. The welfare rolls, the prisons and the mean streets of our cities are full of people who have given up on their future. Without hope for the future, hard work at a low-paid job makes no sense. Working hard in school, or pleasing a boss, or avoiding pregnancy makes no sense. The deadly disease is hopelessness. The lawlessness and poverty are only the obvious symptoms.I"m not advocating that we stop looking for incentives to move poor people toward self-sufficiency or that we stop punishing people for criminal behavior. There will always be some people who need help and some who deserve to be in jail.All I"m saying is that the long-term answer both to welfare and the crime that plagues **munities is not to fine tune the welfare and criminal justice systems but to prevent our children from getting the disease of despair.If we encourage our young people to believe in the future, and give them solid evidence for believing we"ll find both crime and poverty shrinking to manageable proportions.1. In Para. 1, the phrase "set my feet" probably means ______.(PASSAGE ONE)A. put me asideB. prepare meC. let me walkD. start my journey2. It can be concluded from Para. 2 that ______.(PASSAGE ONE)A. the man wanted to maintain dignity though starvedB. the man could not get a proper chance to eat the pearC. the man did not really want the pear since it was dirtyD. it was very difficult for the man to get the pear3. Compared with Brother A, Brother B was more ______ towards the effect of the one-million- pound bank-note on a total stranger.(PASSAGE ONE)A. neutralB. negativeC. reservedD. positive4. Which of the following is the best title for the passage?(PASSAGE TWO)A. Concept of Peace.B. Popular Peace Symbols.C. Origin of Peace Symbols.D. Cultural Difference of Peace.5. The rainbow represents the connection between human beings and their gods in all the following countries EXCEPT ______.(PASSAGE TWO)A. SwedenB. GreeceC. FinlandD. China6. In North Europe mistletoe was often hung in doorways to indicate ______.(PASSAGE TWO)A. friendshipB. loveC. kinshipD. honour7. The origin of the ankh can date back to ______.(PASSAGE TWO)A. the NileB. the "afterworld"C. the hippie movementD. ancient Egypt8. What is the author"s attitude towards Clinton"s proposal to welfare?(PASSAGE THREE)A. Pessimistic.B. Optimistic.C. Suspicious.D. Sarcastic.9. It can be inferred from Para. 7 that optimum penalties are ______ to the underclass.(PASSAGE THREE)A. hopelessB. uselessC. frighteningD. humiliating10. Which of the following is the most appropriate title for the passage?(PASSAGE THREE)A. Lawlessness and Poverty.B. Criminal Justice System.C. Welfare Grants.D. Disease of Despair.11. SECTION B SHORT-ANSWER QUESTIONSIn this section there are five short-answer questions based on the passages in Section A. Answer the questions with No more than TEN words in the space provided on ANSWER SHEET TWO. In Para. 4, what does the man mean by saying "I had to bear my trouble"?(PASSAGE ONE)12. What can be inferred from the last sentence of the passage?(PASSAGE ONE)13. Why does the UN use the olive branch in its symbol?(PASSAGE TWO)14. According to the author, what balance should we keep in welfare?(PASSAGE THREE)15. What does the author mean by saying "Even under the worst of circumstances, we believe we are in control of our lives" (Para. 10)?(PASSAGE THREE)PART Ⅵ WRITING1. Read carefully the following excerpt on term-time holiday arguments in the UK, and then write your response in NO LESS THAN 200 words, in which you should:●summarize the main message of the excerpt, and then●comment on whether parents should take children out of school for holiday during term time in order to save money. You should support yourself with information from the excerpt.Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks. Term-time holidays will be bannedParents are to be banned by Michael Gove, UK"s Education Secretary, from taking theirchildren out of school to save money on holidays.He is to abolish the fight of head teachers to "authorise absence" from the classroom, whichhas been used to let families take term-time breaks, and will warn them they face fines for theirchildren not being at school."Any time out of school has the potential to damage a child"s education," a senior source atthe Department for Education said this weekend. "That is why the government will end thedistinction between authorised and unauthorised absence.""This is part of the government"s **mitment to bring down truancy levels in ourschools. There will also be stricter penalties for parents and schools."The tough measures on truancy are part of a wider attempt by Mr Gove to makeeducation more academically rigorous and to tackle a culture in the educational establishment which he believes hasaccepted "excuses for failure".Russell Hobby, the general secretary of the National Association of Head Teachers, said themeasure would discourage parents from trying to put pressure on heads to sanction termtimeholidays. "The high cost of holidays outside of term time is still an issue but ultimately a child"seducation is more important than a holiday," he said.。

2016届高三英语阶段测试卷(2015.10).doc

2016届高三英语阶段测试卷(2015.10)第一部分：听力(共两节，满分20分)第二部分：英语知识运用(共两节，满分35分)第一节：单项填空(共15小题；每小题1分，满分15分)请阅读下面各题，从题中所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

21. With some tough problems ______, the manager decided to have a thorough discussion about them.A. solvingB. to solveC. solvedD. being solved22. Jack walked quietly to the bird. However, ______ into the sky when he was about to catch it.A. flew it awayB. away did it flyC. away flew itD. away it flew23. It is reported that Shanghai subway lines will reach 350 kilometers by the end of this year, making the cityNo. 3 in the world ________ subway length.A. in terms ofB. according toC. on account ofD. in view of24. —I didn‟t find Peter attending the evening party.—Yes. but no one ________ him about ________ an evening party the following day.A. told; there to beB. had told; there to beC. had told; there beingD. told; there was25. —What do you think of Jack?—He is very intelligent, but his lack of _______ will prevent his success.A. admirationB. ambitionC. motivationD. reputation26. Surely it doesn‟t matter who has donated the money to the organization; what _____ is what they do with it.A. countsB. appliesC. stressesD. functions27. —Do you know why Michael resigned from the board?—He held out for higher wages, but was ________ in the end.A. put downB. broke downC. turned downD. cut down28. To our puzzlement, the written record of our conversation doesn‟t _______ what was actually said.A. contribute toB. subscribe toC. submit toD. correspond to29. _______with a new type of machine, the explorers went into a cave, hoping to find some _______ treasure.A. Equipping; buriedB. Equipped; buriedC. Being equipped; being buriedD. Equipped; being buried30. I think it was on the playground on ______ we played basketball with some boys yesterday _____you lostyour handbag.A. that; whichB. that; whereC. where; thatD. which; that31. —Where did you see the movie Life of Pi directed by Ang Lee?—It was in the cinema ________ I regularly go.A. whichB. thatC. whereD. what32. —Jim fell off the steps yesterday, but he is all right now.—What a lucky dog! He _________ himself badly.A. should injureB. could have injuredC. should have injuredD. might injure33. Peter rushed home _______ he heard the news, only ______ that his house had been burnt down.A. the moment; to findB. as soon as; findingC. the minute; findD. the time; found34. Although the Roma couldn‟t be forced to pay taxes, they couldn‟t vote ________they agreed to ________tothe government.A. while; compromiseB. until; correspondC. when; resignD. unless; submit35. —It‟s aid that his father‟s very rich.—________? He wouldn‟t accept any help from his father.A. How comeB. So whatC. Why notD. What for第二节：完形填空(共20小题；第小题1分，满分20分)请阅读下面短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

六级英语真题2016年12月(第一套)试卷及答案详解

C) They carry plant seeds and spread them to faraway places.
D) They are on the verge of extinction because of pollution.
10. A) They migrate to the Arctic Circle during the summer.
C) It has had no effective cure so far.
D) It calls for more intensive research.
15. A) They care more about the订physical health.
B) Their quality of life deteriorates rapidly.
(30 minutes)
Section A
Direct．ions: In th·is section, you will hear two long conversations. At the end of each conversation,
you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet I with a single line through the centre.

2016新版中石油职称英语水平考试《通用英语选读》第5160课课文精讲

2016新版中石油职称水平考试《通用英语选读》培训笔记（考过的大题已标出）目录温馨小语：每篇“学习笔记”将可能涉及到的“考点”做了重点标记，它们基于“职称考试”的四个主要方面，即词汇、语法、阅读和翻译，所以在学习中要认真体会，找到自己要重点学习的内容。

跳过每一段英文原文，只通篇看下“带有英文”的中文部分。

是不是感觉清楚了课文大致要说的内容？熟悉中文意思，在考试中也是很有帮助的，特别是在回答阅读类的选择题时，如果它恰好又是你在此读过的一篇课文，你一定会用最短的时间，找到正确的答案。

考试的题量可不小，要在此处抢得先机。

过段时间，再来温习下吧。

51. Those Fascinating Northern Lights 迷人的北极光（2016新增）1. At 10:00 . on March 23，1969, the Bowater Power Water Company in Deer Lake, Newfoundland experienced a disturbance on its system. The frequency converter at Comer Brook tripped off, shutting down half of the big paper mill. There was a radio blackout over most of the Atlantic Provinces. And accompanying these activities was a magnificient display of northern lights — boiling up out of the north and hanging in bundles of long rays like draperies across the sky. Ninety-three million miles away, a rather ugly looking sunspot was makingits way across the disc of the sun.1. 1969年3月23曰晚上10点，保华特水电公司（the Bowater Power Water Company)位于纽芬兰（Newfoundland)鹿湖的设备系统出现了异常；科纳布鲁克（ComerBrook)的变频器跳间，使得一半的大造纸厂停产；大西洋沿岸各省的无线电中断。

2016年10月雅思真题回忆及解析

2016年10月雅思真题回忆及解析世上的事，只要肯用心去学，没有一件是太晚的。

你只要记住你的今天比昨天进步了一点，那么你离你的梦想也就更近了一步。

无忧考网搜集整理了2016年10月雅思真题回忆及解析，希望对大家有所帮助。

2016年10月举行了4场考试，考试时间为10月8日、10月13日、10月22日、10月29日。

以下内容仅供参考。

10月8日雅思口语真题回忆：一、考试整体概述：以下为10月份本场高频题，请考生扎实准备1.A wedding you have been to2.An important skill you learned when you were a child3.A leader you admire4.A program or app in your computer or phones.5.A positive change in your life二、本场难题及解析Describe a positive change in your life.You should say:What the change wasWhen it happenedHow it happenedAnd explain why it was a positive changeSpeaking of a positive change in your life, the first one that bumped into my mind is that I become a person who has a good sense of responsibility. I still remember, last year, I made a mistake in the paper when I took a part-time job in one company. I was so afraid that I did not want anyone to find about it. However, suddenly, my boss found it. Then he rebuked me and told me that telling the truth was the right thing to do. After that, now I knew the importance of being a personwho should has a good sense of responsibility. Now I am a person who has lots of responsibilities and I am good at balancing my tasks. I will try my best to finish everything. If now I made some mistakes, I would definitely tell the truth, because it is the right thing for me to do. Also, the reason why I think it is a positive change is because now I feel so mature because I know the meaning of responsibility. In addition, more people are more willing to admit my ability.10月8日雅思听力真题回忆：Section 1版本号：旧题场景：课外活动题型：填空、选择内容简介：跟一个GYM咨询办会员卡的相关问题详细说明：1-7填空题1. small gym is open exclusively to: women2. new member can have a free health check3. and put a program4. for medical check, further meeting with instructor: every 6 weeks5. newly opened program: yoga6. additional facilities: a cafe7. Beauty Salon will offer service like: Massage8-10多选题Membership terms of the Gold, Silver and off-Peak gold8. A off-peak Gold Membership can not be applied in:A. in the evenings of weekdaysB. before 6:00 pm9. Silver membership has to pay extra $5:A. every time using the clubB. facilities10. Gold membership: per monthA. $250B. %57C. $50Section 2版本号：旧题场景：旅游场景题型：选择、地图内容简介：讲新西兰一个公园，发展历史还有公园设施详细说明：11-16单选题11. Located on a volcano12. Park was created in: 184213. Used for experiment：formal garden14. Art support: local residents15. B16. special: endangered plants17-20地图题17. The Plant nursery18. The pine tree hill19. eagle fountain20. food kioskSection 3版本号：新题场景：作业讨论题型：选择、填空内容简介：tuition center讨论详细说明：21-24单选题21. C (all students at university)22. B (all the services)23. A (seating capacity is limited)24. B (emails update)25-30填空题25. reception staff26. part-time27. academic writing28. presentations29. Summer School30. study skillsSection 4版本号：旧题场景：科普物品题型：选择、填空内容简介：讲关于海豚的研究详细说明：31-40多选题31. Advantage: water dean32. Advantage: Hunting is not allowed33. Disadvantage: severe weather34. habitat35. Find out if the two dolphins are related36. Human activities37. The population of the two dolphins38. Color of the fins39. Pollution40. Noisy10月8日雅思阅读真题回忆：一、考试概述本次考试的文章是三篇旧文章 , 题材是关于家长教育参与度、博物馆巨作、莫扎特效应主要考察的题型为判断题、填空题、选择题。

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2016.11 PETS5 Oral Test---1
Part A
Please introduce your family.

Part B Topic for 5-minute discussion:
Advantages of having the two-child policy in China
·change the age structure of our population
·change the gender imbalance
·reduce the stress of supporting parents
·change parents’ over-indulgence of their only child

Part C Topics for 2-minute presentations:
1. Benefit of getting information from the Internet.
2. How do you deal with the stress in your daily life?
3. What should parents do in order to find their children’s talent?
2016.11 PETS5 Oral Test---2
Part A
Please introduce your job experience if you have any.
What kind of job would you like to do in the future?
Part B Topic for 5-minute discussion:
Is it necessary to offer vocational education in universities?
·It’s hard for college students to find jobs after graduation from
University.
·It’s beneficial for students to explore their future career.
·There are a variety of things that high school students can choose for
their jobs, not only going to college.
·It’s a good way to satisfy students’ personal interest and develop
their ability accordingly.

Part C Topics for 2-minute presentations:
1. Do you prefer a high-paid job with no free time or a low-paid job
with much free time?
2. How do you manage your anger?
3. What’s your main source of news, TV, internet, or anything else?