Jobs for abroad students in Shanghai

Ad  No.37120

Posted Nov. 23, 2009 10:44 by castellari

We are an Italian company engaged in high leveled Italian coffee and coffee machines. Now, we have a program which requires involving of foreign students in Shanghai.

This is a job about selling our products online in the office to individuals or offices or any place where there’s a need for coffee. You’re required to work only at weekends. We’ll offer you a favorable payment. For those who’re interested, please contact Ava.

Reply to: zhangaihui@live.cn        Tel: 61212021

Office assistant needed (Full-time)

Ad No.40994

Posted Nov. 23, 2009 10:55 by roybivExpire

UK Accessories Brand is looking for a new talented person to develop with the company. You must be able to speak a little English and understand emails written in English. Please send your personal information with expected salary to us.

Contact: Josie

Reply to: info@josiechenrange.com    Tel: 63573038

Teaching in China

Ad No. 40894

Posted Nov. 23, 2009 09:23 by Sh_ shifter

We have contacted most schools all over China and agreed to introduce many good foreign teachers to the schools. This is one of the best positions because you can work in different cities of China at different times.

Position: Oral English teachers (Full-time)

Salary: 8,000 RMB～10,000 RMB per month

Working load: 20～22 hours per week

Apartment: Free fully furnished single accommodation, equipped with telephone, TV, air conditioner, fridge and so on.

Teacher’s qualification: BA / BS / TESL and having teaching experience is preferred.

Contact: Foreign Affairs Manger, International Department

Address: No. 9 Jiefang road, Wuhan, Hubei

Tel: 86(0)2782300522

Email: teachinglanguage2009@gmail.com

Logistics(后勤) manager needed in Shanghai

Ad No.41055

Posted Nov. 23, 2009 17:01 by jobtrans

We want to find 2 full-time logistics manager for our forwarding company.

Requirements:

(1) Female;  (2) Bachelor’s degree or above;  (3) 3-year working experience required.

For more information, please visit our website: http://www.jobtrans.cn

Tel: 62875341

60.What do these advertisements have in common (共同)?

A. They all employ only applicants (求職者) with work experience.

B. The employment agencies are all based in Shanghai.

C. They are posted on the same day.

D. They are all for China-based foreign companies.

61.Miss Green wants to find a part-time job, which telephone number should she dial?

A. 63573038    B. 61212021     C. 86(0)27782300522    D. 62875341

62.Li Ming has just finished high school, which position might suit him?

A. Salesman in the Italian company.

B. A logistics manager.

C. An oral English teacher.

D. Office assistant in UK Accessories Brand.

63.Your American friend Mr. Smith wants to find a job in China which offers a flexible (易彎曲的，可適應(yīng)的) workplace, you may recommend him to _____________.

A. write to teachinglanguage2009@gmail.com

B. visit http://www.jobtrans.cn

C. write to zhangaihui@live.cn

D. write to info@josiechenrange.com

第三部分：閱讀理解（共20小題，每小題2分，滿(mǎn)分40分）

I made a promise to myself on the way down to the vacation beach cottage. For two weeks I would try to be a loving husband and father. Totally loving. No ifs, ands or buts.

The idea had come to me as I listened to a talk on my car radio. The speaker was quoting a Biblical passage about husbands and their wives. Then he went on to say, “Love is an act of will. A person can choose to love.” To myself, I had to admit that I had been a selfish husband. Well, for two weeks that would change.

And it did. On arriving at the beach cottage, I kissed Evelyn meeting me at the door and said, “That new yellow sweater looks great on you.” “Oh, Tom, you noticed”, sh e said, surprised and pleased. Maybe a little puzzled. After the long drive, I wanted to sit and read. Evelyn suggested a walk on the beach. I  started to refuse, but then I thought, “Evelyn’s been alone here with the kids all week and now she wants to be alone with me.” We walked on the beach while the children flew their kites.

So it went. Two weeks of not calling the Wall Street firm where I am a director; a visit to the shell museum though I usually hate museums. Relaxed and happy, that’s how the whole vacation passed. I made a new promise to keep on remembering to choose love.?

There was one thing that went wrong with my experiment, however. Evelyn and I still laugh about it today. On the last night at our cottage, preparing for bed, Evelyn stared at me with the saddest expression.

“What’s the matter?” I asked her.

“Tom,” she said in a voice filled with distress, “ I don’t?”

“What do you mean?”

“Well…that checkup I had several weeks ago…our doctor…did he tell you something about me? Tom, you’ve been so good to me…am I dying?”

It took a moment for it all to be understood. Then I burst out laughing.

“No, honey,” I said, wrapping her in my arms. “You’re not dying; I’m just starting to live.”

1.  From the story we may infer that Tom drove to the beach cottage ______.

A. with his family     B. with Evelyn    C. alone      D. with his children

2. During the two weeks on the beach, Tom showed more love to his wife because ______.

A. he was determined to be a good husband

B. he had made a lot of money in his Wall Street firm

C. she looked lovely in  her new clothes

D. the doctor said his wife was seriously ill

3. The author says, “There was one thing that went wrong with my experiment.” What does “one thing” refer to?

A. He praised her sweater, which puzzled her.

B. She insisted on visiting a museum, which he hated.

C. He knew something about her illness but didn’t tell her.

D. He was so good to her that she thought she must be dying.

4. By saying “I’m just starting to live,” Tom means that ______.

A. he is just beginning to understand the real meaning of life

B. he is just beginning to enjoy life as a loving husband

C. he lived an unhappy life before and is now starting to change

D. he is beginning to feel regret for what he did to his wife before

A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities（設(shè)施）for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes（樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation（朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”
Surprisingly, the man responsible for one of the most progressive green-design competition has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
45. How did the architects react to Gerner’s design requirements?
A. They lost balance in excitement.                  B. They showed strong disbelief.
C. They expressed little interest.                       D. They burst into cheers.
46. Which order of steps is followed in carrying out the project?
A. Assessment — Prototype — Design — Construction.
B. Assessment — Design — Prototype — Construction.
C. Design — Assessment — Prototype — Construction.
D. Design — Prototype — Assessment — Construction.
47. What makes it difficult to build green schools in Clark County?
A. The large size.                                           B. Limited facilities.
C. The desert climate.                                      D. Poor natural resources.
48. What does Gerner think of the ideas of green schools?
A. They are questionable.                                 B. They are out of date.
C. They are advanced.                                      D. They are practical.

A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.  

Gerner manages school facilities （設(shè)施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.  

Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”  

Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.  

63. How did the architects react to Gerner’s design requirements?  

A. They lost balance in excitement.                B. They showed strong disbelief.  

C. They expressed little interest.                     D. They burst into cheers.  

64. Which order of steps is followed in carrying out the project?  

A. Assessment ― Prototype ― Design ― Construction.  

B. Assessment ― Design ― Prototype ― Construction.  

C. Design ― Assessment ― Prototype ― Construction.  

D. Design ― Prototype ― Assessment ― Construction.  

65. What makes it difficult to build green schools in Clark County?  

A. The large size.                                          B. Limited facilities.  

C. The desert climate.                                    D. Poor natural resources.  

66. What does Gerner think of the ideas of green schools?  

A. They are questionable.                               B. They are out of date.  

C. They are advanced.                                   D. They are practical.

A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.
Gerner manages school facilities （設(shè)施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （樣品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.
Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,”Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”
Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.
【小題1】How did the architects react to Gerner’s design requirements?