（) much harder work, the volunteers were able to place the raging forest fire（).

A.By the means of…under the control

B.By means of…under control

C.By means of…under a control

D.By a means of…under control

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The harder you study, ____ you will learn.A.muchB.manyC.the moreD.much more

____ three days to go before the final exams, shouldn’t you work harder？A: InB: OnC:
____ three days to go before the final exams, shouldn’t you work harder？
A: In
B: On
C: By
D: With

It's high time that we students （）(work) even harder at our lessons as the final examination is coming nearer.

You'll have to work harder to （) up with the top students in your class.
A、catch
B、take
C、hold
D、make

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—______—In My opinion, reading、The teacher really challenges us to work hard.
A、Reading is hard to learn.
B、I dislike reading.
C、Reading is my favorite、How about you？
D、Which do you think is harder to learn, listening or reading？

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—Larry is the biggest airhead I've ever met. He always makes careless mistakes, and he's a pain to work with.

—________. You'll always have some co-workers that are harder to work with than others, you know.

Contrary to what many people believe, highly intelligent children are not necessarily

Contrary to what many people believe, highly intelligent children are not necessarily bound to have an academic success. In fact, so-called gifted students may fail to do well because they are unusually smart. Ensuring that a gifted child reaches his or her potential requires an understanding of what can go wrong and how to satisfy the unusual learning requirements of extremely bright young people.

One common problem gifted kids face is that they, and those around them, place too much importance on being smart. Such an emphasis can breed a belief that bright people do not have to work hard to do well. Although smart kids may not need to work hard in the lower grades when the work is easy, they may struggle and perform. poorly when the work gets harder because they do not make the effort to learn. In some cases, they may not know how to study, having never done it before. In others, they simply cannot accept the fact that some tasks require effort.

If the scholastic achievement of highly intelligent children remains below average for an extended period, many teachers will fail to recognize their potential. As a result, such students may not get the encouragement they need, and may further be depressed to learn. They may fall far behind in their schoolwork and even develop behavior. problems. Boys may turn aggressive or become class clowns(小丑).Girls often develop performance anxiety and other symptoms such as stomachaches.

One way to avoid such difficulties is to recognize that IQ is just one of the elements for success. Children do well or struggle in school for a host of reasons apart from IQ, according to psychologist Franz Monks of the University of Nijmegen in the Netherlands. These include motivation and persistence, social competence, and the support of family, educators and friends. Emphasizing the importance of persistence and hard work, for example, will help a child avoid the laziness trap. Gifted children also need intellectual challenges-to teach them how to work hard.

26. According to the first paragraph, the author believes that _.

A. intelligent students may fail to do well in their schoolwork

B. gifted students are too smart to do well in their schoolwork

C. intelligent students are bound to succeed in their schoolwork

D. gifted students understand what can go wrong and how to learn

27. When too much emphasis is placed on students' intelligence, people are likely to take it for granted that _.

A. smart students may not do well in the lower grades

B. intelligent students know how to avoid laziness trap

C. clever students require more intelligence than hard work

D. bright students may succeed even if they do not work hard

28. It is observed in the third paragraph that _.

A. highly gifted students show a great desire to learn

B. highly gifted students tend to fall ill with no reason

C. highly intelligent students also need encouragement

D. highly intelligent students score higher than average students

29. According to the author, a student's IQ is _.

A. one of the factors of success

B. the only factor for his success

C. directly related to persistence

D. closely associated with competence

30. This passage aims to tell people about _.

A. the academic performance of gifted students

B. the proper attitudes toward gifted students

C. the difficulties in recognizing gifted students

D. the motivation students need for their studies

There has been a great deal of research into the art of negotiation, and, in particular, into what makes a “go od negotiator” .One point most researchers seem to agree on is that good negotiators try to create a harmonious atmosphere at the start of a negotiation.They make an effort to establish a good rapport with their opposite member, so that there will be a willingness — on both sides — to make concessions, if this should prove necessary.Good negotiators generally wish to reach an agreement which meets the interests of both sides.They therefore tend to take a long-term view, ensuring that the agreement will improve, at least not harm, their relationship with the other party.On the other hand, a poor negotiator tends to look for immediate gains, forgetting that the real benefits of a deal may come much later.Skillful negotiators are flexible.They do not “lock themselves” into a position so that they will lose face if they have to compromise.They have a range of objectives, thus allowing themselves to make concessions, for example, “I aim to buy this machine for £2 000” and not “I must buy it for £2 000” .Poor negotiators have limited objectives, and may not even work out a “fall-back position” .Successful negotiators do not want a negotiation to break down.If problems arise, they suggest ways of resolving them.The best negotiators are persuasive, eloquent people, who select a few key arguments and repeat them.Finally, it is essential to be a good listener and to check frequently that everything has been understood by both parties.
1.The best title for the passage is ()
A.Benefits on Both Sides
B.Art of Negotiation
C.Skills of Communication
D.How to Be a Good Negotiator
2.Negotiators’ good rapport can make it easy for negotiators()
A.to make them fully understood
B.to make necessary concession
C.to create a positive environment
D.to increase negotiators’ status
3.If we understand that the some real benefits of a deal may come much later()
A.we will take a long term view in the negotiation
B.we will pay more attention to the benefits on both sides
C.we will try much harder to improve the agreement
D.we will try to change the relationship with the other party
4.Many poor negotiators may not make any concession for themselves in that ()
A.they are afraid of losing face
B.they have no clear objectives
C.they are not flexible
D.they are not skillful
5.Good negotiators are usually very persuasive and eloquent in order to()
A.work out ways to resolve problems
B.make sure that everything is understood
C.have better communication with their partners
D.avoid the breakdown of the negotiation

阅读理解

　　In the United States, 30 percent of the adult population has a weight problem. To

　　many people, the cause is obvious: they eat too much. But scientific evidence does little to

　　support the idea.

　　Going back to the America of the 1910s, we find that people were thinner than today,

　　yet they ate more food. In those days people worked harder physically, walked more, used

　　machines much less and didn’t watch television.

　　Several modern studies, moreover, have shown that fatter people do not eat more on

　　average than thinner people. In fact, some investigations, such as the 1979 study of 3,545

　　London office workers, report that, on balance, fat people eat less than slimmer people.

　　Studies show that slim people are more active than fat people. A study by a research

　　group at Stanford University School of Medicine found the following interesting facts:

　　The more the men run, the more body fat they lost. The more they ran, the greater amount

　　of food they ate. Thus, those who run the most ate the most, yet lost the greatest amount of

　　body fat.

　　11. The physical problem that many adult Americans have is that ________.

　　A. they are too slim B. they work too hard

　　C. they are too fat D. they lose too much body fat

　　12. According to the article, given 500 adult Americans, ________ will have a weight

　　problem.

　　A. 30 B. 50 C. 100 D. 150

　　13. Is there any scientific evidence to support that eating too much is the cause of a weight

　　problem？

　　A. Yes, there is plenty of evidence.

　　B. Of course, there is some evidence to show this is true.

　　C. There is hardly any scientific evidence to support that.

　　D. We don’t know because the information is not given.

　　14. In comparison with the adult American population today, the Americans of the 1910s

　　_______.

　　A. ate more food and had more physical activities.

　　B. ate less food but had more activities

　　C. ate less food and had less physical exercise

　　D. had more weight problems

　　15. Modern scientific researchers have reported to us that ________.

　　A. fat people eat less food and are less active

　　B. fat people eat more food than slim people and are more active

　　C. fat people eat more food than slim people but are less active

　　D. thin people run less, but have greater increase in food intake

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We can conclude from the passage thatA．today's under-thirties are leading a miserable life
We can conclude from the passage that
A．today's under-thirties are leading a miserable life in Britain
B．Laura Lenox-Conyngham's attitude to work and life represents that of many young professionals in Britain
C．life can get harder for under-thirties in Britain
D．elders enjoy extremely high living standards in Britain