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河北省唐山市、廊坊市2025年普通高等学校招生统一考试第二次模拟演练英语试题
本试卷共12页，满分150分。考试时长120分钟。
注意事项：
1.答卷前，考生务必将自己的姓名、考生号、考场号、座位号填写在答题卡上。
2.回答选择题时，选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
3.考试结束后，将本试卷和答题卡一并交回。
第一部分 听力(共两节，满分30分)
做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节 (共5小题；每小题1.5分，满分7.5分)
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10 秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1. How is Cathy probably feeling now
A. Stressed. B. Puzzled. C. Embarrassed.
2. What's the weather like today
A. Windy. B. Rainy. C. Sunny.
3. What does the woman probably do
A. A shop assistant. B. A delivery woman. C. A waitress.
4. What's the probable relationship between the speakers
A. Wife and husband. B. Boss and employee. C. Teacher and student.
5. Where does the conversation take place
A. In a sports club. B. In a meeting room. C. At the school gate.
第二节 (共15小题;每小题1.5分,满分22.5分)
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. Why did Leo arrive earlier
A. To get a better view. B. To please the woman. C. To meet the students.
7. What will Lucy do next
A. Fetch her bag. B. Get some water. C. Find a better place.
听第7段材料，回答第8至10题。
8. Why does the man go to the woman
A. To report work. B. To ask for help. C. To convey thanks.
9. What's the man worried about
A. His experience. B. His interest. C. His enthusiasm.
10. What does the woman want the man to do
A. Improve his ability. B. Look for honest employers. C. Show his determination.
听第8段材料，回答第11 至13 题。
11. How does Tom feel about his study
A. Worried. B. Pleased. C. Open-minded.
12. What does the woman think is more important for Tom
A. Tracking his screen time. B. Deleting useless apps. C. Taking more exercise.
13. What are the speakers mainly talking about
A. Time management and effect.
B. Social media overuse and solution.
C. Personal relationshins, and studies、
听第9段材料，回答第14 至17题。
14. When did Kevin join the rowing club
A. In freshman year. B. In junior year. C. In senior year.
15. How long does Kevin usually practice each day
A. About 30 minutes. B. About 90 minutes. C. About 120 minutes.
16. What is Kevin's attitude towards Terry Smythe
A. Concerned. B. Patient. C. Satisfied.
17. What does Kevin advise those interested in rowing to do
A. Set a high goal. B. Have a try. C. Learn from other athletes.
听第10段材料，回答第18至20题。
18. What is the speaker doing
A. Hosting a celebration.
B. Announcing a decision.
C. Introducing a company.
19. What did Martin Smith want to do after working 3 years in the company
A. Work full-time. B. Receive further education. C. Ask for promotion.
20. Why did Martin Smith succeed in his career
A. He persevered. B. He got a college degree. C. He treated others kindly.
第二部分 阅读(共两节，满分50分)
第一节 (共15小题;每小题2.5分,满分37.5分)
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
Birds migrate for different reasons, often traveling long distances in search of food and better living conditions. In this experiment, you' ll use food to see if you can create a model bird migration.
Experimental Procedure
Finding a Place to Feed the Birds
You' ll need to find a place where there are large groups of birds that you can feed bread to. There should be at least 15 birds at the location you choose and make sure bird feeding is allowed.
Preparing for the Experiment
1. Before going to the bird-feeding location, tear one loaf of bread into pieces the size of a quarter coin.
2. Put one-third of the pieces into one plastic bag, and the remaining two-thirds into the second plastic bag.
Doing the Experiment
1. Setup:
* Position two bird feeders 20 feet apart, each inside a marked circle.
* Position the two bird feeders 10 feet or closer to the birds.
* Assign two bird counters and one person to handle the stopwatch.
2. Feeding & Counting: At“Go,” both feeders start throwing bread steadily within their circles. Every 2 minutes, the stopwatch holder calls“Time,” and bird counters record the number of birds in each circle.
3. Continuation: Repeat the process until bird feeder #1 runs out of bread. Feeder #2continues feeding while counts continue every 2 minutes.
4. Final Counts: Stop when feeder #2 runs out of bread.
5. Repetition: Conduct the experiment two more times, either on different days or at locations with the same bird type.
Table 1 When Both Bird Feeders Have Bread
Number of Birds in Circle at
Minute 2 Minute 4 Minute 6 Minute 8 Average
Bird Feeder #1
Bird Feeder #2
Table 2 When Only Bird Feeder #2 Has Bread
Number of Birds in Circle at
Minute 2 Minute 4 Minute 6 Minute 8 Average
Bird Feeder #1
Bird Feeder #2
Analyzing the Data(download pdf)
21. What is the text about
A. A data analys s. B. A migration survey.
C. A research result. D. A science experiment.
22. How far apart are the bird feeders while doing the experiment
A.5 feet. ,B.10 . feet. C.20 feet D.30 feet.
23. How is the average for Feeder #2 in Table 2 likely to be
A. Higher than Feeder #2 in Table 1. B. The same as Feeder #2 in Table 1.
C. The same as Feeder #1 in Table 2. D. Lower than Feeder #1 in Table 2.
B
Marcus was born with a rare neurological condition, which impacts his mobility. He was also found to be severely deaf and received cochlear implants(耳蜗植入) at 18 months old.
At his childhood home in suburban Sydney, he lovingly tended to a collection of pets:birds, turtles, a rabbit, a lamb, and a dog.
“My parents were so open to me having all these strange pets,” Marcus recalls, his blue eyes shining with happiness. “If you name it, I' ve probably had it.”
But it was weekends spent as a child and teen working on the family farm in Mudgee that set the course of Marcus's career. On Friday nights, he and his younger sister would sleepily climb into their parents’ car, watching Sydney fade in the mirror as they reached starry, wide-open spaces of rural Mudgee.
Marcus's parents bought the farm as an escape from the city and a place to run cattle and sheep. In the same year Marcus was born, they planted a small vineyard(葡萄园) there.As the grapevines grew and matured, so did Marcus.
Despite his disabilities, or perhaps because of them, Marcus developed a tough spirit and a strong sense of optimism. These qualities served him well when he worked as a ringer(畜牧工) on a 4,000 km station in the Northern Territory. He drove a hand-operated car across the land, gathering together the thousands of cattle.
“The work is a bit of organised chaos. You bring in some huge herds of cattle,sometimes numbering a few thousand in a herd, stretching out over a couple of kilometres of road,” he says. “Every thing there is on a huge scale, but I think it helped that I had some experience from my family farm back home.”
In his career, Marcus longs to be a leader in his field. He admits his goals even scare him a bit. “If it doesn't scare you a little, you' re probably not thinking big enough,” he explains. “But I also just make the most of every day, because you' re only going to live in this moment once.”
24. How does Marcus feel when looking back on his suburban Sydney time
A. Regretful. B. 4mateful C. surprised D. Humbled.
25. What determines Marcus's career path
A. His love of Sydney. B. His parents' dream.
C. His upbringing on the farm. D. His connection with his sister.
26. How can we describe Marcus's work at the station
A. Socially engaging. B. Culturally enriching.
C. Financially rewarding. D. Physically demanding.
27. What is the last paragraph mainly about
A. Marcus's efforts and failure. B. Marcus's ambition and realism.
C. Marcus's dilemma and response. D. Marcus's generosity and honesty.
C
Listen carefully to a spoken conversation and you' ll notice that the speakers use a lot of such interjections-mm-hmm, um, huh and the like-that don't convey any information about the topic of the conversation itself. For many decades, linguists (语言学家) regarded such utterances as largely irrelevant noise. But recent research suggests they are essential tools for communication, helping regulate conversation flow and establish understanding between each other.
“Here is this phenomenon that is obvious but barely noticed,” says Mark Dingemanse,a linguist at Radboud University in the Netherlands. “The research turns out to upend our previous idea about it.” He highlights that interjections serve as “traffic signals” for interaction. For example, an um or uh from the speaker signals that they' re about to pause,but aren't finished speaking. A quick huh or what from the listener, on the other hand,can signal a failure of communication that the speaker needs to repair.
Interjections also serve as “continuers,” such as mm-hmm, which signals active listening and encourages the speaker to proceed. Because mm-hum is made with a closed mouth, it's clear that the signaler does not intend to speak.
“Continuers matter to a conversation,” says Dingemanse. In one classic experiment,34students listened as another volunteer told them a story. Some gave the usual“I'm listening”signals, while others-who had been instructed to count the number of words beginning with the letter t-were too distracted to do so. The lack of normal signals from the listeners led to stories that were less well crafted. “That shows that these little words are quite consequential,”says Dingemanse.
And interjections also provide a window into interpersonal relationships. “These little markers say so much about what you think,” says Dingemanse. For example, “Do you want implies disagreement, doubt or a teasing tone.
These little words go right to the heart of language and what it is for. “Language exists because we need to interact with one another,” says B rstell.
28. What did the linguists think of the words like mm-hmm, um, huh
A. They were speakers’ habits. B. They were meaningless fillers.
C. They were difficult to understand. D. They were irrelevant to each other.
29. What does the underlined word“upend” in paragraph 2 mean
A. Support. B. Explain. C. Simplify. D. Challenge.
30. What does the experiment prove
A. Listeners take interjections seriously.
B. The storyteller prefers to use interjections.
C. A smooth conversation rejects interjections.
D. Absence of interjections weakens communication.
31. What can we infer from paragraph 5
A. Interjections convey attitudes. B. Interjections are difficult to use.
C. Interjections cause problems. D. Interjections are grammatically necessary.
D
A few weeks ago I bought two sunflowers. After giving them the water they had clearly missed in the shop, I started reflecting on how closely plant care and philosophy are connected. The two, I realized, share more than meets the eye.
You care for plants, and enjoy the life that develops thanks to your care, but the process is never finished. It continues until the plant completes its life cycle and then starts all over again. Philosophy works in the same way: new ideas, insights and perspectives are constantly emerging from the care taken with existing ideas. So just as plants grow and bloom, philosophical thinking is an ongoing process of becoming which never really reaches an end point. But it is precisely this constant thinking that keeps us focused and stimulates our creativity.
Philosophical thinking, like caring for plants, also has its own pace and requires patience. While we think, little seems to be happening. The thinker seems to lose himself in reasoning. In this he is like the gardener who also plays a largely passive role between sowing and harvesting. The gardener can do little but wait, observe-and perhaps attend to his own thoughts. His strong urge for activity does not help him. As Martin Heidegger's philosophy suggests, true waiting is without expectation, an attitude of openness to Being itself.
Furthermore, both gardening and philosophy are far from useful in the traditional plants. The same goes for philosophy: there is no visible productivity associated with it-unless,like me, you suffer from a case of“obsessive (痴迷的) book buying disorder”, which might have some economic value.
This simple moment in the garden reveals a fundamental insight: nurturing (养护)plants is an exploration of pure existence! Moreover, the form of plant reality is constantly changing, in a constant cycle of growth, flowering, and decay (腐烂). Yet behind this constant process of becoming, there may also be a permanent being. We also find this tension between becoming and being in philosophy.
So even watering plants raises more questions than you might think. But isn't questioning precisely the nature of both philosophy, and life itself
32. Why does the author compare plant care with philosophy
A. They aim for precise results. B. They involve ongoing process.
C. They require regular reflection. D. They meet constant challenges.
33. What does the metaphor of the gardener tell us
A. Hard work pays off. B. You harvest what you expect.
C. Nature has its own course. D. Experience is the best teacher.
34. How does the author sound when talking about his book buying habit
A. Humorous. B. Critical. C. Guilty. D. Hopeful.
35. What does the author suggest readers should do
A. Ask more questions.
B. Grow more houseplants.
C. Find clear answers about life.
D. Teach others about philosophy.
第二节 (共5小题；每小题2.5分，满分12.5分)
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
What's the first image that comes to mind when you think of conflict Shouting Sarcasm(嘲讽) Someone storming off People avoiding each other 36
A family is discussing where to go for their summer vacation. If everyone's opinion is heard and considered, a middle ground can be found, activities can be planned, and 37 grab dinner at a new restaurant. Each idea is discussed, and they make sure everyone feels included and has a fun night.
Many people might think that “productive conflict” doesn't make sense. But when everyone focuses on the best outcome for the family, or group, conflict can be engaging. 38
The key is that all parties enter the conversation with a common goal in mind, and everyone is concerned about reaching the best decision and outcome for everyone. Egos(自我)and personal agendas need to be set aside. Some may say, “Who, me I don't have an ego!” 39 It is used to refer to a person's sense of“self”. It's about their thoughts and feelings, including their self-respect and sense of self-importance.
40 Some reflection on our own reactions when conflicts arise can help. Are my thoughts productive or are they harmful and causing conflict If my thoughts are harmful and are causing me to argue or to dig in deeper, I need to pause and reflect on my reaction. Iprobably need to listen with an open mind and encourage their input.
Learning to deal with conflict productively isn't always easy, but the rewards can be great.
A. It never hurts you.
B. Everyone has an ego.
C. You have to choose one.
D. So how do we set our ego aside
E. Actually, it doesn't have to be a bad thing.
F. A group is deciding how to spend the evening.
G. It can lead to thoughtful discussions and positive results.
第三部分 语言运用(共两节，满分30分)
第一节 (共15小题；每小题1分，满分15分)
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
Three months into my Ph. D. program in the U. S., having come from Nigeria, Iconfidently explained tissue images in a histology(组织学) class-but my group members just ignored my answers. When the professor said I was right, no one 41 it. I was confused. A tutor later said, “Sometimes people struggle to believe something said with a 42 accent.” Her words were 43 -was my voice marked to remain unheard
That experience crushed my confidence. I began 44 in group discussions, afraid of being rejected again. By the end of my first year,I felt 45 by my own voice. Yet beneath the unfading doubt, a quiet desire stirred-I 46 to engage fully and see my ideas valued.
I decided to regain control□not by changing who I was, but by adjusting 47 Icommunicated. I began to slow down, pace my speech, and speak more clearly. Slowly,these 48 helped me engage better with others. In a writing class, I 49 spoke up with suggestions to improve a proposal. My colleagues’ positive response confirmed that my ideas 50 , regardless of my accent.
This 51 was not just about how I sounded-it was about rebuilding trust in my own knowledge. Over time, I stopped seeing my accent as a 52 and owned it as part of my identity.
By the time I searched for a new position, I no longer 53 accepted what was offered. I asked questions, 54 for my needs, and shaped my own path. I' ve learned my accent is no longer something to 55 , but something to celebrate.
41. A. explained B. opposed C. shared D. acknowledged
42. A. strong B. soft C. pleasant D. familiar
43. A. empty B. encouraging C. disturbing D. wise
44. A. calming down B. holding back C. opening up D. showing off
45. A. shocked B. inspired C. attracted D. trapped
46. A. longed B. refused C. continued D. failed
47. A. when B. why C. how D. where
48. A. ideas B. efforts C. suggestions D. requests
49. A. fortunately B. hardly C. angrily D. finally
50. A. mattered B. disappeared C. developed D. differed
51. A. tradition B. method C. shift D. responsibility
52. A. symbol B. weakness C. phenomenon D. risk
53. A. happily B. conditionally C. modestly D. passively
54. A. advocated B. prepared C. paid D. waited
55. A. recommend B. prove C. fix D. gain
第二节 (共10小题；每小题1.5分，满分15分)
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
Liu Jiakun, the respected Chinese architect, has been awarded the 2025 PritzkerArchitecture Prize, recognizing his efforts 56 (bridge) tradition and modernity. ThePritzker judges praised Liu for his deep respect for culture, history, and nature.
Liu's journey in architecture has been shaped by deep personal experiences and cultural influences. As a child. Yhe/ would' telimb, to the miefton and gào ‘凝视) over traditional wooden 57 ( home). This early fascination with the built environment laid the foundation for his architectural philosophy 58 (root) in memory, place, and transformation. Yet, his path was not always certain. After finishing school, he thought about quitting architecture completely, but an inspiring exhibition by a former classmate put 59 on a path to change modern Chinese architecture.
Central to Liu's work is the idea that identity is both personal and collective. He revisits tradition as a“springboard(跳板) for innovation,” seeking to integrate the past 60 modern technology.
A defining metaphor of Liu's philosophy is his desire to be“like water”, which 61 (adapt) to the local environment without setting a fixed form. He envisions architecture as an organic process, one that absorbs the spirit of a place and grows 62 (natural) over time. “The water gradually solidifies,” he writes, “transforming into architecture, and perhaps even into the highest form of human spiritual 63 (create).”
In a global context 64 architecture is struggling to find sufficient responses to fast-developing social and environmental challenges, Liu Jiakun has provided 65 (convince)answers that celebrate the everyday lives of people as well as their social and spiritual identities.
第四部分 写作(共两节，满分40分)
第一节 (满分15分)
你校英文报现以“人工智能与人类智能”为主题征稿，请你投稿。要求以AI在现实生活中的应用为切入点，谈谈AI与人类智能的差异以及你对人工智能应用的想法。
注意：
1.词数应为80 左右；
2.请在答题卡的相应位置作答。
第二节 (满分25分)
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I was in the girls' room when I heard them discussing me. My choices were either to immediately go out and face them or to do it the coward's (懦夫) way and stay where I was.I chose the coward's way.
One girl said, “Did you see what she was wearing, Liz Those clothes had to come from one of those awful discount stores.”
Liz laughed. “She is a foster(寄养) e on, I don't want to be late,” she said.
I waited until they were gone before I came out. I looked down at my skirt from a discount store. I thought about the hours spent baby-sitting in order to earn the money to buy it. I was the new girl coming into the class, and it seemed everyone already knew I lived in a foster home.
I ran out and rushed to the classroom. Mr. Stanford started to talk, and then I really panicked. Each student in the entire school was to write and present a five-minute speech forEnglish class. One winner would be chosen from each class for the school final. Mr. Stanford asked us to give our own topic by next week.
I had always done well in school, although I'd had to change schools. Teachers always told me I could easily make high honors if I would only participate more actively, but how could I speak up in class when I knew my voice would shake Ever since I was a little girl Ihad lived with the uncertainty.
With school over, I headed to my personal advisor's office. When someone was placed in a foster home, emotional support had to follow. JoAnne, my advisor, really did seem to care.
注意：
1.续写词数应为150左右；
2.请按如下格式在相应位置作答。
I told JoAnne about the girls' unkind words and the speecn assignment.
The next day I gave Mr. Stanford a paper with my topic written on it.
唐山市2025年普通高等学校招生统一考试第二次模拟演练
英语试题参考答案
第一部分 听力
1. A 2. C 3. C 4. B 5. C 6. A 7. B 8. B 9. A 10. C11. A 12. C 13. B 14. A 15. B 16. C 17. B 18. A 19. B 20. A
第二部分 阅读理解
21. D 22. C 23. A 24. B 25. C 26. D 27. B 28. B 29. D 30. D31. A 32. B 33. C 34. A 35. A 36. E 37. F 38. G 39. B 40. D
第三部分 语言知识运用
第一节
41. D 42. A 43. C 44. B 45. D 46. A 47. C 48. B 49. D 50. A51. C 52. B 53. D 54. A 55. C第二节
56. to bridge 57. homes 58. rooted 59. him 60. with
61. adapts 62. naturally 63. creation 64. where 65. convincing
第四部分写作
第一节
AI is becoming an essential part of daily life. In education, AI tools help students learn more efficiently. In healthcare, AI assists doctors in diagnosing diseases and suggesting treatments. AI also plays a role in creating music, art, and writing.
Despite its growing influence, AI lacks creativity, emotions, and moral judgment, which are unique to human intelligence.
Although AI can't replace humans, it's important that we continue to develop our own critical thinking and true creativity. At the same time, we must ensure that technology serves us responsibly.
第二节 读后续写
评分原则
1.本题总分为25分，按5个档次给分。
2.评分时，先根据文章的内容和语言初步确定其所属档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。
3.所续写短文的词数应为150左右(词数少于130的，从总分中减去2分)。
4.阅卷评分时，主要从以下四个方面考虑：
(1)与所给短文及段落开头语的衔接程度；
(2)内容的丰富性；
(3)应用语法结构和词汇的丰富性和准确性；
(4)故事发展的合理性和上下文的连贯性。
5.拼写与标点符号是语言准确性的一个方面。评分时，应视其对交际的影响程度予以考虑。
6.如书写较差以致影响交际，可将分数降低一个档次。
各档次给分范围及要求
分值 评分标准
第五档 21 ~25 分 ·与所给短文融洽度高，与所提供各段落开头语衔接合理； ·所使用语法结构和词汇丰富、准确，可能有些许错误，但完全不影响意义表达； ·有效地使用了语句间的连接成分，使所续写短文结构紧凑。
第四档 16~20分 ·与所给短文融洽度较高，与所提供各段落开头语衔接较为合理； ·所使用语法结构和词汇较为丰富、准确，可能有些许错误，但完全不影响意义表达； ·比较有效地使用了语句间的连接成分，使所续写短文结构紧凑。
第三档 11~15分 ·与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接； ·应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义的表达； ·应用简单的语句间的连接成分.使全文内容连贯
第二档 6~10分 ·与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接； ·语法结构单调、词汇项目有限，有些语法结构和词汇方面的错误，影响了意义的表达； ·较少使用语句间的连接成分，全文内容缺少连贯性。
第一档1 ~5 分 ·与所给短文和开头语的衔接较差； ·语法结构单调、词汇项目很有限，有较多语法结构和词汇方面的错误，严重影响了意义的表达； ·缺乏语句间的连接成分，全文内容不连贯。
0分 白卷、内容太少无法判断或所写内容与所提供内容无关。
听力文稿
Text 1
M: How is everything going, Cathy
W: Never been so busy! My book report is due to be handed in tomorrow. But how can I finish it when there is so much work left to do
Text 2
W: Honey, did you see the weather forecast for tomorrow
M: Yeah, there's a storm warning with heavy rain.
W: Really But the sun is shining brightly right now, and there's not a breath of wind.
Text 3
M: Can I get this to go
W: Sure.
M: Could you please put the steak and salad in separate boxes
W: Absolutely. I' ll get them packed up right away and put them in a paper bag.
Text 4
M: Carla,I need to ask for sick leave today. I caught a bad cold and I'm coughing a lot. I' ll try to come to the office this afternoon if I feel better.
W: Your health comes first, Bob . Go to see a doctor and get some medicine.
Text 5
W: James, I' ve got an urgent meeting and have to return to work right now.
M: Don't worry. I' ll wait for our son here at the gate until the school is over and then take him to theYouth Sports Club. You can call me after the meeting is over.
Text 6
M: Hi, Lucy.
W: Hi, Leo. Thank you so much for saving me a seat. I got stuck in the rush hour traffic. I didn't expect so many students to be here.
M: No problem. I learned my lesson last time. I didn't get here early enough, and I ended up with a terrible seat in the last row! I couldn't see the screen clearly at all. So I arrived an hour earlier today.
W: I really appreciate it, Leo. I couldn't have found a better place! Would you like some bottled water
M: That sounds perfect, thanks.
W: Please take care of my bag and I' ll be right back with some.
M:OK.
Text 7
M:I really think if I can get my foot in the door at this company, it will do wonders for my career. Do you think you can help me polish my interview style
W: Sure. Doing your homework and preparing for an interview really pays off.
M: I' ve researched the company and I think I'v . perfect for the job but I'm not sure how to get it across to them .
W: First, you have to have more confidence. Employers look for candidates who are interested,enthusiastic and sure of themselves.
M: I know I have what it takes, but I'm worried because I worked overseas for only one year. I'm afraid it might not be seen as valuable experience.
W: There's no need to worry and you should be honest about that. You should focus on your strengths and maintain a positive attitude about your abilities. Employers are always impressed by those who are very determined to succeed.
M: I see. Thank you very much.
Text 8
W: Tom, can you share your thoughts with me
M: Yeah. I check my messages, likes, and comments first thing in the morning and right before I go to bed. I think it's affecting my studies. I have fallen behind most of my classmates.
W: That sounds frustrating. Have you thought about how much time you actually spend on social media
M: Not really.
W: Keeping track of your screen time might help. There are apps that can show you exactly how much time you spend online.
M: But even if I track it, I don't know how to cut back.
W: You can try reducing your time little by little. And what is more important for you is to do more exercise. It's not only great for your health but also helps improve your mood.
M: But my friends are all on social media. It's how we communicate.
W: Social media is a great way to stay connected, but it doesn't have to be the only way. You could plan face-to-face meetups with your friends. Spending time together in person can strengthen your relationships in a different way.
M: That actually sounds nice.
Text 9
W: Kevin, what's rowing like
M: It is challenging but rewarding.
W: When did your join the club
M: I started it as a freshman. Now, as a junior, I really enjoy the hard work. I don't like getting up early, but it's something you have to do as part of the team.
W: Would you please tell me something about your practice routine
M: Practice takes place four to five days a week. We have to rise at 5:30 a. m. and get into the water by6:00. We do drills up and down the Portage Lake until 7:30 a. m.. Even on bad weather days, we have intense dry-land practice at the coach's house.
W: Tell us about your coach.
M: Our coach is Terry Smythe, and she has been coaching for 20 years. Rowing is her passion. She brings in professionalism, experience, and high expectations. You don't miss a session without a very good reason. Rowing always requires a lot of precision, and she's there to make it happen.
W: Any advice for students interested in joining
M: You don't need to be an athlete to start. The most important thing is your willingness to give it a go.CheckoutourFacebookpageorcontactmeatkmyates@mtu.ejoinusand see what you' re capable of!
Text 10
Hello, everyone. I'm Jenifer Green. Thank you for joining us to celebrate Martin Smith's retirement.Four decades ago, Mr. Smith finished high school and joined this company. His journey began in the mailroom. One year later, he was promoted to office manager becau e of his strong organizational skills.After working as a manager for about two years, he realized the impor an t role of knowledge and then he persuaded the company to pay for him to take night classes while conti. ning to work full-time. It was a tough negotiation, but he succeeded! He studied hard and eventually ea. red his college degree. More importantly, his hard work earned him hi her management positions. Over the years, he continued to climb the career ladder and Became this vi ce president compan five years ago. He succeeded because he believed in pushing through-no matter how difficult the path seemed. Today Mr. Smith has made it all the way to his retirement. We will always remember his warm smile and strong will. Now,let's all welcome Mr. Smith to the stage to share a few words.

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