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共45题，约3722字。

　　I. 听力 (共两节，满分15分)
　　第一节: 角色扮演 (每题2分,共10分)
　　听下面一段对话，回答后面五道小题，然后以口头形式表达出来。本段对话读两遍。
　　1. Question: What are the company’s future plans　　2. Question: In which department would the man be working?　　3. Question: Who would be the man’s supervisor?______________________________
　　4. Question: What do the salespeople in the company often do?　　5. Question: Who will interview the man next?
　　　　第二节: 听取信息（每题1分,共5分）
　　听下面一段材料，根据你所听到的内容将文中缺失的信息用自己的语言复述完整。本段材料读两遍。
　　A “Poor” Man
　　II. 完形填空 （共15题，每小题2分，共30分）
　　I arrived in the classroom, ready to share my knowledge and experience with 75 students who would be in my English literature class. Having taught in the USA for 17 years, I had no __1__ about my ability to hold their attention.
　　I was shocked when the monitor shouted, “ Stand up!” The entire class rose as I entered the room, and I was somewhat __2__ about how to get them to sit down again, but I quickly __3__ and began what I thought as a fact-packed lecture, sure to gain their__4__ ---- even admiration. I went back to my office with my self-confidence which comes from a sense of achievement .
　　My students __5___ diaries. However, as I read them, the self-confidence was gradually__6__ by a strong sense of sadness. The first diary said, “ Our literature teacher didn’t teach us anything today. __7___ her next lecture will be better.” Greatly surprised, I read diary after diary, each __8___ the same theme. “Didn’t I teach them anything ? I described the entire philosophical framework of Western thought and laid the historical bacnd for all the works we’ll study in class,” I _9___ . “How should they say I didn’t teach them anything ?”
　　It was a long term, and it __10___ became clear that my ideas about education were no the same as those of my students. I thought a teacher’s job was to raise __11___ questions and provide enough bacnd so that students could draw their own __12____. My students thought a teacher’s job was to provide exact __13____ as directly and clearly as possible. What a _14____!
　　However, I also learned a lot , and my experience with my Chinese students has made me a better American teacher, knowing how to teach in a different _15____.
　　1. A. worry    B. idea    C. doubt    D. experience
　　2. A. puzzled     B. anxious    C. curious     D. worried
　　3. A. came down   B. calmed down   C. gave out    D. tired out
　　4. A. respect      B. desire      C. love     D. ability
　　5. A. wrote       B. made       C. kept       D. read
　　6. A. replaced     B. taken      C. caught     D. moved
　　7. A. Naturally    B. Perhaps     C. Fortunately   D. Immediately
　　8. A. recording    B. announcing   C. expressing   D. exhibiting
　　9. A. complained   B. requested    C. accounted    D. blamed
　　10. A. immediately   B. certainly     C. simply      D. gradually
　　11. A. difficult       B. interesting   C. ordinary     D. unusual
　　12. A. conclusions    B. attention     C. circles      D. breath
　　13. A. information    B. starts        C. results      D. questions
　　14. A. lecture         B. picture   C. conclusion   D. difference
　　15. A. class          B. country   C. school   D. culture
　　III. 语法填空：（共10题，每小题1.5分，共15分）
　　Mahru-Z, a robot developed by the Korea Institute of Science and Technology can clean a home, put clothes in a washing machine and even heat food in a microwave. It   16   (take) the institute two years to develop Mahru-Z,   17  is 4.3 feet tall and is 121 pounds in  18  (weigh). The new robot has   19   human-like body including a rotating head, arms, legs  20  six fingers. The most special feature of Mahru-Z is  21  ability to observe objects, recognis, and complete them.
　　Mahru-Z could also work with an earlier robot  22  (call) Marhu-M. Marhu-M can move on wheels. Both Marhu-M and Mahru-Z can be remotely controlled  23  a computer server.
　　You Bum-Jae, a scientist of the Korea Institute of Science and Technology, claimed Mahru-Z as the most advanced robot in terms of copying human movements. Apart from doing the housework, it could also  24  (use) in conditions too difficult or dangerous for humans. But production for commercial use is some way away.
　　The science institute spends about 3.5 million dollars every year  25  robot research. It began receiving state funds for the project in 2006.