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中国大学MOOC全新版大学进阶英语1-读写译训练作业答案

全新版大学进阶英语1-读写译训练

学校: 九八五题库

学校: 超星学习通

题目如下：

1. 1. Good teachers should encourage students to use their to express themselves and make them feel proud of what they can achieve.

答案: creativity

2. 2. I’ve made new friends and am at college. I think I’m enjoying being a college student.

答案: doing well

3. 3. People with disabilities want to be treated like everyone else and given equal opportunities. They do not want

答案: sympathy

4. 4. Life is full of . We should be strong enough to face up to them.

答案: challenges

5. 5. A great pianist does not succeed overnight. His skills are developed

答案: over time

6. 6. It is reported that millions of people in the US are not covered by health

答案: insurance

7. 7. The party really once again when the huge birthday cake was served.

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8. 8. The train must be running late; we should have got to Beijing

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9. 9. How determined one is to achieve one’s dream is clearly a sign that can be used to success

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10. 10. Setting a goal and going to achieve it can be a great test of one’s will and perseverance.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

11. 11. The doctor tried to prevent the spreading to other parts of the body.

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12. 12. I was told that my computer wasn’t powerful enough to run that

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

13. 13. executives usually have high salaries.

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14. 14. The art exhibition is great; it’s a pity you don’t have time to go there but you can see it on your computer

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15. 15. The researchers are concerned about the increasing of the illness in the village.

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16. 1. I'm a tech fan and really like Apple products for their cool designs.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

17. 2. Instead of going to school,this disabled man taught himself through to college level.

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18. 3. If you ask me what is my reason for becoming a tearcher,I think I've always dreamed of becoming one because teaching is a creative job.

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19. 4. I personally don't believe that there's a way of telling in advance how successful a little kid will become twenty years from now.

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20. 5. I made up my mind to study computer scienc and became extremely intereted.

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21. 6. He will not easily give up and will continue his long search for happiness.

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22. 7. The questions were so simple that he easliy passed the test.

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23. 8. My father taught me to play traditional music on the flute when I was ten.

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24. 9. Since the debate(辩论)，it seems that Dr Smith"s point of view has become dominant.

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25. 1. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Growing up, I heard the word genius a lot. It was always my dad who brought it up. He liked to say, "You know, you're no genius!" I don't remember how I responded. Maybe I pretended not to hear. I wasn't the only problem. My dad didn't think my brother was a genius, either. By his standards, none of us measured up to Einstein. Apparently, this was a great disappointment. Dad worried that this would limit what we'd eventually achieve in life. Two years ago, I was fortunate enough to be awarded a MacArthur Fellowship, sometimes called the "genius grant." It is an award given by a secret committee that includes the top people in your field and decides you're doing important and creative work. I was surprised and grateful. Meanwhile, I had time to think about the situation. A girl who is told repeatedly that she's no genius ends up winning an award for being one. The award goes to her because she has discovered that what we eventually achieve may depend more on our great interest and perseverance than on our inborn talent. She has by then obtained degrees from some pretty tough schools, but in the third grade, she didn't test high enough for the gifted program. Her parents are Chinese immigrants (移民), but she didn't get lectured on the greatness of hard work. The morning the MacArthur was announced, my dad said to me, "I'm proud of you." I had so much to say in response, but instead I just said, "Thanks, Dad." I knew that my dad was proud of me. Still, part of me wanted to travel back in time to when I was a young girl. I'd tell him what I know now. I would say, "Dad, you think I'm no genius. I won't argue with that. You know plenty of people who are smarter than I am." I can imagine his head nodding in agreement. "But let me tell you something. I'm going to grow up to love my work as much as you love yours. I'll challenge myself every day. When I get knocked down, I'll get back up. I may not be the smartest person in the room, but I'll try my best to be the grittiest." And if he was still listening: "Over time, Dad, grit may matter more than talent." 23.What does the author say about the way she was educated and raised?

A. She was placed in the gifted program in grade school.

B. She graduated from universities with high standards.

C. She received special awards repeatedly at college.

D. She was often told by her parents to work hard.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

26. 2. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Growing up, I heard the word genius a lot. It was always my dad who brought it up. He liked to say, "You know, you're no genius!" I don't remember how I responded. Maybe I pretended not to hear. I wasn't the only problem. My dad didn't think my brother was a genius, either. By his standards, none of us measured up to Einstein. Apparently, this was a great disappointment. Dad worried that this would limit what we'd eventually achieve in life. Two years ago, I was fortunate enough to be awarded a MacArthur Fellowship, sometimes called the "genius grant." It is an award given by a secret committee that includes the top people in your field and decides you're doing important and creative work. I was surprised and grateful. Meanwhile, I had time to think about the situation. A girl who is told repeatedly that she's no genius ends up winning an award for being one. The award goes to her because she has discovered that what we eventually achieve may depend more on our great interest and perseverance than on our inborn talent. She has by then obtained degrees from some pretty tough schools, but in the third grade, she didn't test high enough for the gifted program. Her parents are Chinese immigrants (移民), but she didn't get lectured on the greatness of hard work. The morning the MacArthur was announced, my dad said to me, "I'm proud of you." I had so much to say in response, but instead I just said, "Thanks, Dad." I knew that my dad was proud of me. Still, part of me wanted to travel back in time to when I was a young girl. I'd tell him what I know now. I would say, "Dad, you think I'm no genius. I won't argue with that. You know plenty of people who are smarter than I am." I can imagine his head nodding in agreement. "But let me tell you something. I'm going to grow up to love my work as much as you love yours. I'll challenge myself every day. When I get knocked down, I'll get back up. I may not be the smartest person in the room, but I'll try my best to be the grittiest." And if he was still listening: "Over time, Dad, grit may matter more than talent." 24.What did the author do to her father, who was proud of her winning the MacArthur?

A. She reminded him of what he used to say to her.

B. She told him that she always loved her work.

C. She actually said nothing to him but thanks.

D. She admitted that he was right in being strict.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

27. 3. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Growing up, I heard the word genius a lot. It was always my dad who brought it up. He liked to say, "You know, you're no genius!" I don't remember how I responded. Maybe I pretended not to hear. I wasn't the only problem. My dad didn't think my brother was a genius, either. By his standards, none of us measured up to Einstein. Apparently, this was a great disappointment. Dad worried that this would limit what we'd eventually achieve in life. Two years ago, I was fortunate enough to be awarded a MacArthur Fellowship, sometimes called the "genius grant." It is an award given by a secret committee that includes the top people in your field and decides you're doing important and creative work. I was surprised and grateful. Meanwhile, I had time to think about the situation. A girl who is told repeatedly that she's no genius ends up winning an award for being one. The award goes to her because she has discovered that what we eventually achieve may depend more on our great interest and perseverance than on our inborn talent. She has by then obtained degrees from some pretty tough schools, but in the third grade, she didn't test high enough for the gifted program. Her parents are Chinese immigrants (移民), but she didn't get lectured on the greatness of hard work. The morning the MacArthur was announced, my dad said to me, "I'm proud of you." I had so much to say in response, but instead I just said, "Thanks, Dad." I knew that my dad was proud of me. Still, part of me wanted to travel back in time to when I was a young girl. I'd tell him what I know now. I would say, "Dad, you think I'm no genius. I won't argue with that. You know plenty of people who are smarter than I am." I can imagine his head nodding in agreement. "But let me tell you something. I'm going to grow up to love my work as much as you love yours. I'll challenge myself every day. When I get knocked down, I'll get back up. I may not be the smartest person in the room, but I'll try my best to be the grittiest." And if he was still listening: "Over time, Dad, grit may matter more than talent." 25.In the author's view, the secret of success is ______.

A. natural abilities

B. parenting

C. education

D. determination

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

28. 4. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 26.What is the method used by Peterson to change student motivation?

A. He advises students to forget about failures in past courses.

B. He creates maps of future goals for students who need help.

C. He trains students in using proper techniques for their study.

D. He gives students writing tasks to examine and plan their lives.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

29. 5. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 27.What does the author say about the positive effect of Peterson's course?

A. More students have started their companies.

B. More students have chosen to stay in school.

C. More students are willing to take risks in life.

D. More students are now choosing this course.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

30. 6. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 28.By "self-authoring," Peterson requires students to ______.

A. finish an online course to choose their majors

B. write about their past, present and future lives

C. imagine a larger audience for more courage

D. have more self-control in facing obstacles

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

31. 7. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 29.What is the finding of Peterson's study of "self-authoring"?

A. The students were all making good progress in their study.

B. The minority students had difficulty catching up with others.

C. The students' performance showed differences across races.

D. One fifth of the students earned more credits to stay in school.

答案：请关注【九八五题库】微信公众号，发送题目获取正确答案。

32. 8. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Recently, researchers have been getting more and more interested in the role that mental motivation plays in academic achievement -- sometimes called "grit" or "growth mindset." Jordan Peterson, a professor of psychology at the University of Toronto, Canada, wondered whether writing could be shown to have some effect on student motivation. He created an undergraduate course called Maps of Meaning. In it, students complete a set of writing exercises that combine expressive writing with goal-setting. Students remember and examine important moments in their past, find out key personal motivations and create plans for the future, including particular goals and techniques to overcome obstacles. Peterson calls the two parts "past authoring" and "future authoring." "It completely turned my life around," says Christine Brophy, who, as an undergraduate several years ago, was battling drug abuse (滥用) and health problems and was going to drop out. After taking Peterson's course at the University of Toronto, she changed her major. Today she is a doctoral student and one of Peterson's main research assistants. In an early study at McGill University in Montreal, the course showed a powerful positive effect with at-risk students, reducing the number of students who drop out and increasing academic achievement. Peterson is seeking a larger audience for what he has called "self-authoring." He started a for-profit company and is selling a curriculum (课程设置) online. Brophy and Peterson have found a receptive audience in the Netherlands. At the Rotterdam School of Management, a shortened form of self-authoring has been required for all first-year students since 2011. (These are undergraduates -- they choose majors early in Europe). The latest paper, published in June, compares the performance of the first complete class of first-year students to use self-authoring with that of the three previous classes. Overall, the "self-authoring" students greatly improved the number of credits (学分) earned and their probability of staying in school. And after two years, group differences based on race in performance among the students had almost disappeared. The ethnic minorities (少数民族) in question made up about one-fifth of the students. They are first- and second-generation immigrants from non-Western backgrounds -- Africa, Asia and the Middle East. While the history and effect of race-related problems are different from those in the United States, the Netherlands still struggles with large differences in wealth and educational achievement among majority and minority groups. 30.What does the author say about the race-related problems in the Netherlands?

A. They are more serious than those in the US.

B. Second-generation immigrants choose to go to college.

C. Minority people are not as rich and educated as those in the majority.

D. The history of treating other races badly is not easy to forget.

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33. 1. In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. You may not use any of the words in the bank more than once. Everyone who runs a business wants to be successful. Some want to 1 the world around them and leave their mark; some want to make money, and some want to have the 2 . The bad news is that being a successful businessman is not easy; it is very tough and full of 3 . In the 4 world, if you lose, people do not seem to have much 5 for you. The good news is that the rewards are well worth it. More importantly, if you study the stories of successful people, you will discover that they possess some common characteristics. In order to have a good chance to succeed, you can start to learn doing what they do by following the tips below. First, a successful businessman has 6 and passion. It takes a lot of time to build a business. You need a strong will and love of your work to stay long enough and work hard in 7 of your dream. Second, 8 is important in today's world and you need to practice and train your brain to see things differently. The competition is too big, so if you are trying to be like everyone, you will end up being ordinary and unsuccessful. Third, you cannot succeed alone and will experience ups and downs. You need buyers and investors who 9 in your business. You need friends and family to support you. Successful people understand the power of asking for help. Moreover, there are bad times when you'll feel afraid or discouraged. Instead of giving up, you need powerful 10 for pushing forward. A) believeB) challengesC) chaseD) corporate E) creativityF) determinationG) encounterH) fame I) influenceJ) motivationK) opportunitiesL) predict M) profitsN) pursuitO) sympathy

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34. 1. The reports of terror attacks in Paris _____________ across newspapers and websites.

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35. 2. Today’s assignment is to go to the library and ____________ more about what happened to Jews during World War II.

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36. 3. The bloody __________ in this war film are not suitable for young viewers.

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37. 4. All TV entertainment shows have been __________ because this is a special day for the state memorial service in Nanjing.

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38. 5. The professor has just ____________ a new book on war and world politics.

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39. 6. This is a precious photo of my family. Now beautifully _________ , it stands on my desk.

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40. 7. Save some topics like income, love life and politics for __________ conversations.

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41. 8. Encryption (加密) should be used when a secret message is ___________ online.

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42. 9. During the Cold War years of the last century, China made ____________ achievements in developing nuclear (原子核的) weapons.

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43. 10. Anyone who wants to complain about unfair treatment must __________ a written report to the committee (委员会).

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44. 11. When you visit a new place, try to talk to _________ people and taste _________ food for a better understanding of the culture.

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45. 12. The word “Nazi” is __________ to come from the first letters of German words for Hitler’s National Socialist German Workers’ Party, but it may not be true.

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46. 1. Baby boomers refer to those born after World War II when births increased suddenly in America. ( )

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47. 2. Over time Steven Spielberg gained fame as a Hollywood director and became very successful in the film industry. ( )

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48. 3. Without doubt, civilians (平民) are going to suffer great losses in war. ( )

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49. 4. Hundreds and thousands of people escaped out of their country after the civil war broke out in Syria. ( )

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50. 5. Hitler was the leader of the Nazi party, commanding German forces during the whole period of World War II. ( )

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51. 1. His was b as a soldier ended with injury to both eyes.

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52. 2. Hot money (热钱) flows around the world looking for investments that will high returns.

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53. 3. The Prime Minister's speech sent out a(n) that his government is ready for peace negotiations.

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54. 4. This morning Microsoft CEO Satya Nadella published a report on his for the company's future.

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55. 5. New China has been promoting closer with other countries for world peace since its founding in 1949.

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56. 6. Oil prices in China now follow trends.

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57. 7. The actress decided to take advantage of her recent fame to her own fashion brand (品牌).

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58. 8. China didn't its 2012 foreign trade goal due to the debt crisis in Europe.

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59. 9. In the early days of his career, he a team to attract overseas Chinese scientists to his university.

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60. 10. Do you think college graduation, wedding and giving birth to babies are events in your life?

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61. 1. Bar hopping (连续光顾几家酒吧) is an absolute no-no to footballers on the eve of a big game. ( )

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62. 2. In the beginning the tomatoes were green, but when they were ripe they turned bright red. ( )

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63. 3. Have you contacted the former owner of this house? Did he sell it directly to you? ( )

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64. 4. I caught the flight all because of the ride you gave me. ( )

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65. 5. Mary, I think you'd better change into something more suitable for your job interview. ( )

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66. 1. 1 Betty has been on a diet (节食减肥) for a long time, but she looks a bit heavier,

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67. 2. 2 Keeping your laptop (便携式电脑) all the time will kill its battery (电池) faster.

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68. 3. 3 Talking, dancing, playing a game--all of these activities allow you to with other people.

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69. 4. 4 Much to my annoyance (生气), whenever I her, she always comes up with an excuse.

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70. 5. 5 While Facebook remains the most popular social site, its growth has gradually slowed down.

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71. 6. 6 Order all your camping online today, everything you need to make a camping trip easier and more enjoyable!

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72. 7. 7 One of the first flight training lessons taught to student pilots is how to perform a(n) landing in a small airplane.

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73. 8. 8 When you read the newspaper, you're probably not reading it word-by-word, instead you're the text.

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74. 9. 9 In one of my first articles on LinkedIn, I wrote about the importance of public speaking to every leader.

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75. 10. 10 that story book was indeed very popular, but it was not long before the demand declined.

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76. 11. 11 Movie ticket prices have reached an all-time high. some people choose instead to watch movies at home.

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77. 12. 12 anyone to spend New Year's Eve with, I went to watch a show alone and I truly enjoyed it.

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78. 13. 13 In a recent study, more than 20% of drivers said they cannot resist the to send or check messages while driving.

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79. 14. 14 There is no doubt that human activity climate change, and climate will continue to change unless we reduce our carbon emissions.

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80. 1. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One The boy has gone off to college now. And here I am, left with all the peace and quiet I have learned not to miss. I was not a man who wished for children. It seemed quite opposite to the idea of human happiness. I was single most of my life, and parenthood was something that caused other people to suffer. I watched it from a distance, and trembled with horror. When they were small, children seemed to scream for no apparent reason. As teenagers, they seemed to lose all sanity (神智正常), with moods (情绪) changing back and forth, while listening to music with more bad language than my uncles used when drunk. In between babyhood and high school graduation (if their parents were lucky), they were mostly just unclean. Then one entered my life. I did not plan on him. He just came in the package, like the ninth piece of chicken in an eight-piece box, and, in time, made me pay for all the happiness I had enjoyed. He was 11 when he appeared, past the screaming years and before the age where everything that fell from my mouth was considered stupid. I got him in the unclean years, when I tried to avoid close contact with him because I was never quite certain where he had been. This is the child who once licked spaghetti sauce off the underside of his arm. No more needs to be said. When he discovered girls he got much cleaner, but suddenly I was unfit to be around. I always said the wrong thing, or too loud a thing. When he had a girl over, I had to go to whatever room he was farthest from. "I used to be cool," I said. "Some people think I still am." He gave me a pitying look. So did his mom. And now he is gone to college and I miss him, which is how I know there is indeed a God and He is good at playing tricks, and knows how to make a man pay for his transgressions (罪过). He remembers that long ago I felt annoyed in my airplane seat, thinking over and over that the screaming baby behind me should've been left at home, even if it meant her grandparents wouldn't see her until Christmas. I am not alone in this sadness in our house, in this empty nest. I barely even had a nest, before it was empty, though I guess I have no one to blame but me. His mom misses him, too, of course. Even the dog misses him. The dog loved the boy. Woody Bo met him every day at the door after school, knowing he was home because every time the boy locked his car, it gave a short, quick honk (喇叭声). Woody who is too fat to jump (usually), shot into the air at the sound, destroying furniture on a mad dash to the door. A dog should love his boy, I suppose. His world is in pieces now. The boy has been gone for months. The dog will not even go in his room -- not one time since he left. Recently, my wife had to use the boy's car and, unsure if she had locked it, aimed the remote control (遥控) thing at the window and pressed "lock." The horn gave its quick honk, and the dog shot into the air and raced to the door, his tail wagging (摇). He sat there a long time. I guess I know how he feels. 21. What did the author think of having children before?

A. He didn't want children because he didn't think they could bring happiness.

B. He remained single because he thought parents could make children suffer.

C. He liked children because they were fun with craziness and various moods.

D. He liked to watch children play from a distance when they were dirty all over.

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81. 2. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One The boy has gone off to college now. And here I am, left with all the peace and quiet I have learned not to miss. I was not a man who wished for children. It seemed quite opposite to the idea of human happiness. I was single most of my life, and parenthood was something that caused other people to suffer. I watched it from a distance, and trembled with horror. When they were small, children seemed to scream for no apparent reason. As teenagers, they seemed to lose all sanity (神智正常), with moods (情绪) changing back and forth, while listening to music with more bad language than my uncles used when drunk. In between babyhood and high school graduation (if their parents were lucky), they were mostly just unclean. Then one entered my life. I did not plan on him. He just came in the package, like the ninth piece of chicken in an eight-piece box, and, in time, made me pay for all the happiness I had enjoyed. He was 11 when he appeared, past the screaming years and before the age where everything that fell from my mouth was considered stupid. I got him in the unclean years, when I tried to avoid close contact with him because I was never quite certain where he had been. This is the child who once licked spaghetti sauce off the underside of his arm. No more needs to be said. When he discovered girls he got much cleaner, but suddenly I was unfit to be around. I always said the wrong thing, or too loud a thing. When he had a girl over, I had to go to whatever room he was farthest from. "I used to be cool," I said. "Some people think I still am." He gave me a pitying look. So did his mom. And now he is gone to college and I miss him, which is how I know there is indeed a God and He is good at playing tricks, and knows how to make a man pay for his transgressions (罪过). He remembers that long ago I felt annoyed in my airplane seat, thinking over and over that the screaming baby behind me should've been left at home, even if it meant her grandparents wouldn't see her until Christmas. I am not alone in this sadness in our house, in this empty nest. I barely even had a nest, before it was empty, though I guess I have no one to blame but me. His mom misses him, too, of course. Even the dog misses him. The dog loved the boy. Woody Bo met him every day at the door after school, knowing he was home because every time the boy locked his car, it gave a short, quick honk (喇叭声). Woody who is too fat to jump (usually), shot into the air at the sound, destroying furniture on a mad dash to the door. A dog should love his boy, I suppose. His world is in pieces now. The boy has been gone for months. The dog will not even go in his room -- not one time since he left. Recently, my wife had to use the boy's car and, unsure if she had locked it, aimed the remote control (遥控) thing at the window and pressed "lock." The horn gave its quick honk, and the dog shot into the air and raced to the door, his tail wagging (摇). He sat there a long time. I guess I know how he feels. 22.What do we learn about the author's relationship with his son from the passage?

A. He had his son after eleven years of marriage.

B. His son is from his wife's previous marriage.

C. He enjoys becoming his son's close friend.

D. His son made him talk the way a father should.

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82. 3. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One The boy has gone off to college now. And here I am, left with all the peace and quiet I have learned not to miss. I was not a man who wished for children. It seemed quite opposite to the idea of human happiness. I was single most of my life, and parenthood was something that caused other people to suffer. I watched it from a distance, and trembled with horror. When they were small, children seemed to scream for no apparent reason. As teenagers, they seemed to lose all sanity (神智正常), with moods (情绪) changing back and forth, while listening to music with more bad language than my uncles used when drunk. In between babyhood and high school graduation (if their parents were lucky), they were mostly just unclean. Then one entered my life. I did not plan on him. He just came in the package, like the ninth piece of chicken in an eight-piece box, and, in time, made me pay for all the happiness I had enjoyed. He was 11 when he appeared, past the screaming years and before the age where everything that fell from my mouth was considered stupid. I got him in the unclean years, when I tried to avoid close contact with him because I was never quite certain where he had been. This is the child who once licked spaghetti sauce off the underside of his arm. No more needs to be said. When he discovered girls he got much cleaner, but suddenly I was unfit to be around. I always said the wrong thing, or too loud a thing. When he had a girl over, I had to go to whatever room he was farthest from. "I used to be cool," I said. "Some people think I still am." He gave me a pitying look. So did his mom. And now he is gone to college and I miss him, which is how I know there is indeed a God and He is good at playing tricks, and knows how to make a man pay for his transgressions (罪过). He remembers that long ago I felt annoyed in my airplane seat, thinking over and over that the screaming baby behind me should've been left at home, even if it meant her grandparents wouldn't see her until Christmas. I am not alone in this sadness in our house, in this empty nest. I barely even had a nest, before it was empty, though I guess I have no one to blame but me. His mom misses him, too, of course. Even the dog misses him. The dog loved the boy. Woody Bo met him every day at the door after school, knowing he was home because every time the boy locked his car, it gave a short, quick honk (喇叭声). Woody who is too fat to jump (usually), shot into the air at the sound, destroying furniture on a mad dash to the door. A dog should love his boy, I suppose. His world is in pieces now. The boy has been gone for months. The dog will not even go in his room -- not one time since he left. Recently, my wife had to use the boy's car and, unsure if she had locked it, aimed the remote control (遥控) thing at the window and pressed "lock." The horn gave its quick honk, and the dog shot into the air and raced to the door, his tail wagging (摇). He sat there a long time. I guess I know how he feels. 23.What was the author's past view of teenagers?

A. They had a very bad taste for music.

B. Most of them liked to keep themselves clean.

C. They spoke bad language like his drunk uncle.

D. Few of them were lucky to have good parents.

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83. 4. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One The boy has gone off to college now. And here I am, left with all the peace and quiet I have learned not to miss. I was not a man who wished for children. It seemed quite opposite to the idea of human happiness. I was single most of my life, and parenthood was something that caused other people to suffer. I watched it from a distance, and trembled with horror. When they were small, children seemed to scream for no apparent reason. As teenagers, they seemed to lose all sanity (神智正常), with moods (情绪) changing back and forth, while listening to music with more bad language than my uncles used when drunk. In between babyhood and high school graduation (if their parents were lucky), they were mostly just unclean. Then one entered my life. I did not plan on him. He just came in the package, like the ninth piece of chicken in an eight-piece box, and, in time, made me pay for all the happiness I had enjoyed. He was 11 when he appeared, past the screaming years and before the age where everything that fell from my mouth was considered stupid. I got him in the unclean years, when I tried to avoid close contact with him because I was never quite certain where he had been. This is the child who once licked spaghetti sauce off the underside of his arm. No more needs to be said. When he discovered girls he got much cleaner, but suddenly I was unfit to be around. I always said the wrong thing, or too loud a thing. When he had a girl over, I had to go to whatever room he was farthest from. "I used to be cool," I said. "Some people think I still am." He gave me a pitying look. So did his mom. And now he is gone to college and I miss him, which is how I know there is indeed a God and He is good at playing tricks, and knows how to make a man pay for his transgressions (罪过). He remembers that long ago I felt annoyed in my airplane seat, thinking over and over that the screaming baby behind me should've been left at home, even if it meant her grandparents wouldn't see her until Christmas. I am not alone in this sadness in our house, in this empty nest. I barely even had a nest, before it was empty, though I guess I have no one to blame but me. His mom misses him, too, of course. Even the dog misses him. The dog loved the boy. Woody Bo met him every day at the door after school, knowing he was home because every time the boy locked his car, it gave a short, quick honk (喇叭声). Woody who is too fat to jump (usually), shot into the air at the sound, destroying furniture on a mad dash to the door. A dog should love his boy, I suppose. His world is in pieces now. The boy has been gone for months. The dog will not even go in his room -- not one time since he left. Recently, my wife had to use the boy's car and, unsure if she had locked it, aimed the remote control (遥控) thing at the window and pressed "lock." The horn gave its quick honk, and the dog shot into the air and raced to the door, his tail wagging (摇). He sat there a long time. I guess I know how he feels. 24.The author mentions that he knows there is a God because ______.

A. he can't believe that his son can go to college

B. he feels amazed that his son has made such a big change

C. he is glad that he can let go of his son when he goes to college

D. he believes he's being punished as a father missing his son now

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84. 5. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One The boy has gone off to college now. And here I am, left with all the peace and quiet I have learned not to miss. I was not a man who wished for children. It seemed quite opposite to the idea of human happiness. I was single most of my life, and parenthood was something that caused other people to suffer. I watched it from a distance, and trembled with horror. When they were small, children seemed to scream for no apparent reason. As teenagers, they seemed to lose all sanity (神智正常), with moods (情绪) changing back and forth, while listening to music with more bad language than my uncles used when drunk. In between babyhood and high school graduation (if their parents were lucky), they were mostly just unclean. Then one entered my life. I did not plan on him. He just came in the package, like the ninth piece of chicken in an eight-piece box, and, in time, made me pay for all the happiness I had enjoyed. He was 11 when he appeared, past the screaming years and before the age where everything that fell from my mouth was considered stupid. I got him in the unclean years, when I tried to avoid close contact with him because I was never quite certain where he had been. This is the child who once licked spaghetti sauce off the underside of his arm. No more needs to be said. When he discovered girls he got much cleaner, but suddenly I was unfit to be around. I always said the wrong thing, or too loud a thing. When he had a girl over, I had to go to whatever room he was farthest from. "I used to be cool," I said. "Some people think I still am." He gave me a pitying look. So did his mom. And now he is gone to college and I miss him, which is how I know there is indeed a God and He is good at playing tricks, and knows how to make a man pay for his transgressions (罪过). He remembers that long ago I felt annoyed in my airplane seat, thinking over and over that the screaming baby behind me should've been left at home, even if it meant her grandparents wouldn't see her until Christmas. I am not alone in this sadness in our house, in this empty nest. I barely even had a nest, before it was empty, though I guess I have no one to blame but me. His mom misses him, too, of course. Even the dog misses him. The dog loved the boy. Woody Bo met him every day at the door after school, knowing he was home because every time the boy locked his car, it gave a short, quick honk (喇叭声). Woody who is too fat to jump (usually), shot into the air at the sound, destroying furniture on a mad dash to the door. A dog should love his boy, I suppose. His world is in pieces now. The boy has been gone for months. The dog will not even go in his room -- not one time since he left. Recently, my wife had to use the boy's car and, unsure if she had locked it, aimed the remote control (遥控) thing at the window and pressed "lock." The horn gave its quick honk, and the dog shot into the air and raced to the door, his tail wagging (摇). He sat there a long time. I guess I know how he feels. 25.What does the author say about their dog?

A. He is eager to jump into the car to see my son at his college.

B. He is worried that my son might take him away from us.

C. He is mad about my son's car being used by somebody else.

D. He is sad and disappointed that my son does not show up.

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85. 6. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two When Mengshi Zhao arrived at Michigan State University last summer, it took some getting used to. The grassy views of the upper Midwest were different from China's overcrowded cityscapes. He had free time to fill, unlike his strictly controlled high-school days, when he was awakened before dawn and required study sessions lasted late into the night. And American food -- it wasn't so tasty, he thought. But one thing was the same: All around him were Chinese students. Mengshi's dorm, McDonel Hall, sometimes seemed as if it belonged back in China. At meals, chatter in Mandarin Chinese mixed with the clink of forks and dishes. Waiting for the campus bus were always groups of Chinese students; it was easy to fall into conversation. Nearly 1,000 incoming freshmen at Michigan State last fall -- roughly one in eight new students -- were from China. That proportion (比例) was made yet more surprising by this fact: Just six years earlier, fewer than 100 Chinese undergraduates, total, were enrolled here. In 2012, by contrast, more students starting their freshman year called China home than those who came from Illinois, Indiana, Ohio, Pennsylvania, and Wisconsin combined. It's a significant shift at a university that has been called "a big Michigan high school." Michigan State isn't the only college, of course, with a fast growing Chinese population. In the fall of 2011, nearly 200,000 Chinese families sent their children off to study in the United States, almost double the number of any other country and twice as many as five years earlier. Most will return home with what they came for -- an American degree. But will they get an American education? Are these two things really different, after all? The Chinese students who come to Michigan State and universities like it are unquestionably book smart. But a college education is meant to be more than a credential (文凭), most educators would agree, one that is measured not so much in grades as in learning, exploring, testing new waters. Will Chinese students take away its full value if they graduate with a 4.0 but few American friends? If limited English holds them back during class discussions? If the pressure to study keeps them from socializing? Students like Mengshi have come so very far for an American education. But some wonder if it's far enough. 26.Why did it take some getting used to on Mengshi's arrival at Michigan State?

A. He saw open green space as well as tall buildings.

B. He had to plan his own time for his life and study.

C. He did not like the large amount of food served.

D. He missed his high school days with lots of friends.

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86. 7. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two When Mengshi Zhao arrived at Michigan State University last summer, it took some getting used to. The grassy views of the upper Midwest were different from China's overcrowded cityscapes. He had free time to fill, unlike his strictly controlled high-school days, when he was awakened before dawn and required study sessions lasted late into the night. And American food -- it wasn't so tasty, he thought. But one thing was the same: All around him were Chinese students. Mengshi's dorm, McDonel Hall, sometimes seemed as if it belonged back in China. At meals, chatter in Mandarin Chinese mixed with the clink of forks and dishes. Waiting for the campus bus were always groups of Chinese students; it was easy to fall into conversation. Nearly 1,000 incoming freshmen at Michigan State last fall -- roughly one in eight new students -- were from China. That proportion (比例) was made yet more surprising by this fact: Just six years earlier, fewer than 100 Chinese undergraduates, total, were enrolled here. In 2012, by contrast, more students starting their freshman year called China home than those who came from Illinois, Indiana, Ohio, Pennsylvania, and Wisconsin combined. It's a significant shift at a university that has been called "a big Michigan high school." Michigan State isn't the only college, of course, with a fast growing Chinese population. In the fall of 2011, nearly 200,000 Chinese families sent their children off to study in the United States, almost double the number of any other country and twice as many as five years earlier. Most will return home with what they came for -- an American degree. But will they get an American education? Are these two things really different, after all? The Chinese students who come to Michigan State and universities like it are unquestionably book smart. But a college education is meant to be more than a credential (文凭), most educators would agree, one that is measured not so much in grades as in learning, exploring, testing new waters. Will Chinese students take away its full value if they graduate with a 4.0 but few American friends? If limited English holds them back during class discussions? If the pressure to study keeps them from socializing? Students like Mengshi have come so very far for an American education. But some wonder if it's far enough. 27.According to the author's observation of Chinese students, living on the campus of Michigan State is ______.

A. convenient with restaurants and bus services

B. challenging because of cultural differences

C. boring when they have to eat American food

D. quite similar socially to living back in China

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87. 8. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two When Mengshi Zhao arrived at Michigan State University last summer, it took some getting used to. The grassy views of the upper Midwest were different from China's overcrowded cityscapes. He had free time to fill, unlike his strictly controlled high-school days, when he was awakened before dawn and required study sessions lasted late into the night. And American food -- it wasn't so tasty, he thought. But one thing was the same: All around him were Chinese students. Mengshi's dorm, McDonel Hall, sometimes seemed as if it belonged back in China. At meals, chatter in Mandarin Chinese mixed with the clink of forks and dishes. Waiting for the campus bus were always groups of Chinese students; it was easy to fall into conversation. Nearly 1,000 incoming freshmen at Michigan State last fall -- roughly one in eight new students -- were from China. That proportion (比例) was made yet more surprising by this fact: Just six years earlier, fewer than 100 Chinese undergraduates, total, were enrolled here. In 2012, by contrast, more students starting their freshman year called China home than those who came from Illinois, Indiana, Ohio, Pennsylvania, and Wisconsin combined. It's a significant shift at a university that has been called "a big Michigan high school." Michigan State isn't the only college, of course, with a fast growing Chinese population. In the fall of 2011, nearly 200,000 Chinese families sent their children off to study in the United States, almost double the number of any other country and twice as many as five years earlier. Most will return home with what they came for -- an American degree. But will they get an American education? Are these two things really different, after all? The Chinese students who come to Michigan State and universities like it are unquestionably book smart. But a college education is meant to be more than a credential (文凭), most educators would agree, one that is measured not so much in grades as in learning, exploring, testing new waters. Will Chinese students take away its full value if they graduate with a 4.0 but few American friends? If limited English holds them back during class discussions? If the pressure to study keeps them from socializing? Students like Mengshi have come so very far for an American education. But some wonder if it's far enough. 28.What do we learn about the growing of Chinese student population at Michigan State?

A. About eighteen percent of the total student population is Chinese.

B. The number has increased about ten times compared with six years ago.

C. Chinese students from other states have changed to study at Michigan State.

D. The increase is also due to the number of Chinese students in local high schools.

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88. 9. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two When Mengshi Zhao arrived at Michigan State University last summer, it took some getting used to. The grassy views of the upper Midwest were different from China's overcrowded cityscapes. He had free time to fill, unlike his strictly controlled high-school days, when he was awakened before dawn and required study sessions lasted late into the night. And American food -- it wasn't so tasty, he thought. But one thing was the same: All around him were Chinese students. Mengshi's dorm, McDonel Hall, sometimes seemed as if it belonged back in China. At meals, chatter in Mandarin Chinese mixed with the clink of forks and dishes. Waiting for the campus bus were always groups of Chinese students; it was easy to fall into conversation. Nearly 1,000 incoming freshmen at Michigan State last fall -- roughly one in eight new students -- were from China. That proportion (比例) was made yet more surprising by this fact: Just six years earlier, fewer than 100 Chinese undergraduates, total, were enrolled here. In 2012, by contrast, more students starting their freshman year called China home than those who came from Illinois, Indiana, Ohio, Pennsylvania, and Wisconsin combined. It's a significant shift at a university that has been called "a big Michigan high school." Michigan State isn't the only college, of course, with a fast growing Chinese population. In the fall of 2011, nearly 200,000 Chinese families sent their children off to study in the United States, almost double the number of any other country and twice as many as five years earlier. Most will return home with what they came for -- an American degree. But will they get an American education? Are these two things really different, after all? The Chinese students who come to Michigan State and universities like it are unquestionably book smart. But a college education is meant to be more than a credential (文凭), most educators would agree, one that is measured not so much in grades as in learning, exploring, testing new waters. Will Chinese students take away its full value if they graduate with a 4.0 but few American friends? If limited English holds them back during class discussions? If the pressure to study keeps them from socializing? Students like Mengshi have come so very far for an American education. But some wonder if it's far enough. 29.What does the author believe college education should be more about?

A. Pursuing a degree from an American university.

B. Being book smart and graduating with a 4.0.

C. Taking away the full value of various pressures.

D. Trying new learning and cultural experiences.

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89. 10. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two When Mengshi Zhao arrived at Michigan State University last summer, it took some getting used to. The grassy views of the upper Midwest were different from China's overcrowded cityscapes. He had free time to fill, unlike his strictly controlled high-school days, when he was awakened before dawn and required study sessions lasted late into the night. And American food -- it wasn't so tasty, he thought. But one thing was the same: All around him were Chinese students. Mengshi's dorm, McDonel Hall, sometimes seemed as if it belonged back in China. At meals, chatter in Mandarin Chinese mixed with the clink of forks and dishes. Waiting for the campus bus were always groups of Chinese students; it was easy to fall into conversation. Nearly 1,000 incoming freshmen at Michigan State last fall -- roughly one in eight new students -- were from China. That proportion (比例) was made yet more surprising by this fact: Just six years earlier, fewer than 100 Chinese undergraduates, total, were enrolled here. In 2012, by contrast, more students starting their freshman year called China home than those who came from Illinois, Indiana, Ohio, Pennsylvania, and Wisconsin combined. It's a significant shift at a university that has been called "a big Michigan high school." Michigan State isn't the only college, of course, with a fast growing Chinese population. In the fall of 2011, nearly 200,000 Chinese families sent their children off to study in the United States, almost double the number of any other country and twice as many as five years earlier. Most will return home with what they came for -- an American degree. But will they get an American education? Are these two things really different, after all? The Chinese students who come to Michigan State and universities like it are unquestionably book smart. But a college education is meant to be more than a credential (文凭), most educators would agree, one that is measured not so much in grades as in learning, exploring, testing new waters. Will Chinese students take away its full value if they graduate with a 4.0 but few American friends? If limited English holds them back during class discussions? If the pressure to study keeps them from socializing? Students like Mengshi have come so very far for an American education. But some wonder if it's far enough. 30.What does the author mean by saying "some wonder if it's far enough" at the end of the passage?

A. Whether Chinese students are experiencing something new is questionable.

B. Chinese students need to work hard to meet American academic standards.

C. As people from China, students also need to learn about their own culture.

D. It is impressive that Chinese students have the courage to study in the US.

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90. 1. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Anne Frank: The Diary of a Young Girl is a very inspirational and moving diary that should be read by everyone, especially students. Not only will many relate to it, but it is valuable for both the mind and the heart. The touching story reveals the history of World War II, unforgettable people, and lessons that will stay in your heart forever. While reading Anne Frank, I learned lots about what really happened during World War II. It was an unimaginable horror: millions of people dying at the hands of biased (带偏见的) beliefs. Reading this really took me back to 1944 and put me right there in the Secret Annex at the back of her father's company building, holding my breath as Nazi troops passed by on the streets below. The wisdom I gained will remain with me forever. Now I see the Holocaust as something more than a tragedy we learn about in school: it seems more real, more horrific, and somehow bigger and worse than I had imagined. The characters clearly have their own personalities. Some are extremely argumentative, and some are unbelievably sociable (好交际的). Each of them adds a different flavor to the journey. I truly felt connected to these people hiding away, as if I had known them forever. Sometimes, it was as if Anne and I were best friends, sitting there and talking. Other times I could feel Mrs. Van Daan's hurtful comments. Knowing that these people were real, and that they lived and died at the hands of the Nazis, brought an interesting perspective (视角) to the story. These weren't made-up characters; they once walked on this earth. In the end, I was truly fond of them and their stories, and I know other students will, too. No one can read Anne Frank: The Diary of a Young Girl and not take away a very valuable lesson. Focusing on the problems of growing up, dealing with tough times, and the never-ending power of hope, these concepts really strengthened my morals. Throughout the book, young people will be able to relate to Anne's quarrels with her sister and parents, and everyone understands how hard it is to face your biggest fears. Anne will teach us all something to save forever: I know she taught me. After reading this treasured book, I felt more knowledgeable and touched. Anne Frank's diary will help everyone through the toughest and most confusing times with her famous words, "Despite everything, I still believe that people are really good at heart." 21. What do we learn about Anne Frank: The Diary of a Young Girl?

A. It focuses on the horrible things a girl saw during World War II.

B. It was written by a little girl hiding away during the Nazi occupation.

C. It tells stories about the sufferings of people in a Nazi concentration camp.

D. It is difficult to understand and relate to if the reader doesn't know history.

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91. 2. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Anne Frank: The Diary of a Young Girl is a very inspirational and moving diary that should be read by everyone, especially students. Not only will many relate to it, but it is valuable for both the mind and the heart. The touching story reveals the history of World War II, unforgettable people, and lessons that will stay in your heart forever. While reading Anne Frank, I learned lots about what really happened during World War II. It was an unimaginable horror: millions of people dying at the hands of biased (带偏见的) beliefs. Reading this really took me back to 1944 and put me right there in the Secret Annex at the back of her father's company building, holding my breath as Nazi troops passed by on the streets below. The wisdom I gained will remain with me forever. Now I see the Holocaust as something more than a tragedy we learn about in school: it seems more real, more horrific, and somehow bigger and worse than I had imagined. The characters clearly have their own personalities. Some are extremely argumentative, and some are unbelievably sociable (好交际的). Each of them adds a different flavor to the journey. I truly felt connected to these people hiding away, as if I had known them forever. Sometimes, it was as if Anne and I were best friends, sitting there and talking. Other times I could feel Mrs. Van Daan's hurtful comments. Knowing that these people were real, and that they lived and died at the hands of the Nazis, brought an interesting perspective (视角) to the story. These weren't made-up characters; they once walked on this earth. In the end, I was truly fond of them and their stories, and I know other students will, too. No one can read Anne Frank: The Diary of a Young Girl and not take away a very valuable lesson. Focusing on the problems of growing up, dealing with tough times, and the never-ending power of hope, these concepts really strengthened my morals. Throughout the book, young people will be able to relate to Anne's quarrels with her sister and parents, and everyone understands how hard it is to face your biggest fears. Anne will teach us all something to save forever: I know she taught me. After reading this treasured book, I felt more knowledgeable and touched. Anne Frank's diary will help everyone through the toughest and most confusing times with her famous words, "Despite everything, I still believe that people are really good at heart." 22. What does the author say about the Holocaust?

A. It was caused by the unreasonable opinions of some murderers.

B. It goes down in history as the greatest tragedy humans can imagine.

C. It should be something we must learn about in school for its horror.

D. It is well represented in the book and matches what is taught in school.

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92. 3. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Anne Frank: The Diary of a Young Girl is a very inspirational and moving diary that should be read by everyone, especially students. Not only will many relate to it, but it is valuable for both the mind and the heart. The touching story reveals the history of World War II, unforgettable people, and lessons that will stay in your heart forever. While reading Anne Frank, I learned lots about what really happened during World War II. It was an unimaginable horror: millions of people dying at the hands of biased (带偏见的) beliefs. Reading this really took me back to 1944 and put me right there in the Secret Annex at the back of her father's company building, holding my breath as Nazi troops passed by on the streets below. The wisdom I gained will remain with me forever. Now I see the Holocaust as something more than a tragedy we learn about in school: it seems more real, more horrific, and somehow bigger and worse than I had imagined. The characters clearly have their own personalities. Some are extremely argumentative, and some are unbelievably sociable (好交际的). Each of them adds a different flavor to the journey. I truly felt connected to these people hiding away, as if I had known them forever. Sometimes, it was as if Anne and I were best friends, sitting there and talking. Other times I could feel Mrs. Van Daan's hurtful comments. Knowing that these people were real, and that they lived and died at the hands of the Nazis, brought an interesting perspective (视角) to the story. These weren't made-up characters; they once walked on this earth. In the end, I was truly fond of them and their stories, and I know other students will, too. No one can read Anne Frank: The Diary of a Young Girl and not take away a very valuable lesson. Focusing on the problems of growing up, dealing with tough times, and the never-ending power of hope, these concepts really strengthened my morals. Throughout the book, young people will be able to relate to Anne's quarrels with her sister and parents, and everyone understands how hard it is to face your biggest fears. Anne will teach us all something to save forever: I know she taught me. After reading this treasured book, I felt more knowledgeable and touched. Anne Frank's diary will help everyone through the toughest and most confusing times with her famous words, "Despite everything, I still believe that people are really good at heart." 23. What does the author think about the characters in the book?

A. They are like his family members who also died during the war.

B. They were nice people who loved to make friends while traveling.

C. They are like people he feels comfortable with in his life.

D. They were not easy to get along with because of different personalities.

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93. 4. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Anne Frank: The Diary of a Young Girl is a very inspirational and moving diary that should be read by everyone, especially students. Not only will many relate to it, but it is valuable for both the mind and the heart. The touching story reveals the history of World War II, unforgettable people, and lessons that will stay in your heart forever. While reading Anne Frank, I learned lots about what really happened during World War II. It was an unimaginable horror: millions of people dying at the hands of biased (带偏见的) beliefs. Reading this really took me back to 1944 and put me right there in the Secret Annex at the back of her father's company building, holding my breath as Nazi troops passed by on the streets below. The wisdom I gained will remain with me forever. Now I see the Holocaust as something more than a tragedy we learn about in school: it seems more real, more horrific, and somehow bigger and worse than I had imagined. The characters clearly have their own personalities. Some are extremely argumentative, and some are unbelievably sociable (好交际的). Each of them adds a different flavor to the journey. I truly felt connected to these people hiding away, as if I had known them forever. Sometimes, it was as if Anne and I were best friends, sitting there and talking. Other times I could feel Mrs. Van Daan's hurtful comments. Knowing that these people were real, and that they lived and died at the hands of the Nazis, brought an interesting perspective (视角) to the story. These weren't made-up characters; they once walked on this earth. In the end, I was truly fond of them and their stories, and I know other students will, too. No one can read Anne Frank: The Diary of a Young Girl and not take away a very valuable lesson. Focusing on the problems of growing up, dealing with tough times, and the never-ending power of hope, these concepts really strengthened my morals. Throughout the book, young people will be able to relate to Anne's quarrels with her sister and parents, and everyone understands how hard it is to face your biggest fears. Anne will teach us all something to save forever: I know she taught me. After reading this treasured book, I felt more knowledgeable and touched. Anne Frank's diary will help everyone through the toughest and most confusing times with her famous words, "Despite everything, I still believe that people are really good at heart." 24. What valuable lesson has the author taken away from the book?

A. The power of writing.

B. Living every day with hope.

C. Growing up with your own values.

D. Placing a moral value on family life.

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94. 5. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Anne Frank: The Diary of a Young Girl is a very inspirational and moving diary that should be read by everyone, especially students. Not only will many relate to it, but it is valuable for both the mind and the heart. The touching story reveals the history of World War II, unforgettable people, and lessons that will stay in your heart forever. While reading Anne Frank, I learned lots about what really happened during World War II. It was an unimaginable horror: millions of people dying at the hands of biased (带偏见的) beliefs. Reading this really took me back to 1944 and put me right there in the Secret Annex at the back of her father's company building, holding my breath as Nazi troops passed by on the streets below. The wisdom I gained will remain with me forever. Now I see the Holocaust as something more than a tragedy we learn about in school: it seems more real, more horrific, and somehow bigger and worse than I had imagined. The characters clearly have their own personalities. Some are extremely argumentative, and some are unbelievably sociable (好交际的). Each of them adds a different flavor to the journey. I truly felt connected to these people hiding away, as if I had known them forever. Sometimes, it was as if Anne and I were best friends, sitting there and talking. Other times I could feel Mrs. Van Daan's hurtful comments. Knowing that these people were real, and that they lived and died at the hands of the Nazis, brought an interesting perspective (视角) to the story. These weren't made-up characters; they once walked on this earth. In the end, I was truly fond of them and their stories, and I know other students will, too. No one can read Anne Frank: The Diary of a Young Girl and not take away a very valuable lesson. Focusing on the problems of growing up, dealing with tough times, and the never-ending power of hope, these concepts really strengthened my morals. Throughout the book, young people will be able to relate to Anne's quarrels with her sister and parents, and everyone understands how hard it is to face your biggest fears. Anne will teach us all something to save forever: I know she taught me. After reading this treasured book, I felt more knowledgeable and touched. Anne Frank's diary will help everyone through the toughest and most confusing times with her famous words, "Despite everything, I still believe that people are really good at heart." 25. In what way does the author think the book can help readers?

A. Experiencing fears and hardships.

B. Believing in the goodness of human nature.

C. Understanding other people's joys and pains.

D. Treasuring the time you have with your family.

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95. 6. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two "War is not good for children and other living things," was often heard during the 1960s, yet man has been using violence and going to war against his fellow man for thousands of years and continues today, as evidenced by the ongoing conflicts (冲突) in many parts of the world. However, the character of war has changed. In ancient times, it was fought with stones and clubs and then advanced to spears and bows and arrows. We then "progressed" to guns and on to bombs, mines, and other weapons that enabled us not only to kill enemies but also to destroy civilians and the environment. Man has finally achieved, with the development of nuclear weapons, the ability to destroy entire populations and with even more advanced technology to attack very specific targets, as was shown during the Gulf War in 1990. What are the effects of war? Human casualties are the most immediate effect of armed conflict. Before the 20th century, the major casualties were soldiers who died both from war injuries and infection. If one examines the average number of deaths/million population from wars for every year in the past, it ranges from 19.0 in the 17th century to 10.8 in the 19th century. This increases greatly in the 20th century to 183.2 deaths/million with a large increase in deaths among the civilian population. In World War I, 19% of the deaths occurred among civilians. During the Spanish Civil War, World War II, and the Korean and Vietnam Wars, 50%, 48%, 34%, and 48% of the deaths respectively (分别), occurred among civilians. In the 1980s, 85% of war deaths were civilians. However, it can be argued that the long-term effects of war are probably more damaging than the immediate effects. This is particularly true for children. One year's spending on Star Wars research could provide an elementary school education for 1.4 million Latin American children and the cost of one Trident submarine could fund a 5-year program for universal immunization (免疫) against six major deadly diseases. These figures do not even consider some of the other effects of war such as the effect of refugees on struggling host countries, destroyed hospitals and schools, food shortage, increased infant and childhood death rates, and the breakup of families. 26. What do we learn about the changed character of war from the passage?

A. War has become more destructive with modern weapons.

B. War can be spread more widely in many parts of the world.

C. War can be controlled in its destruction of the environment.

D. War has been fought more and more for political reasons.

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96. 7. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two "War is not good for children and other living things," was often heard during the 1960s, yet man has been using violence and going to war against his fellow man for thousands of years and continues today, as evidenced by the ongoing conflicts (冲突) in many parts of the world. However, the character of war has changed. In ancient times, it was fought with stones and clubs and then advanced to spears and bows and arrows. We then "progressed" to guns and on to bombs, mines, and other weapons that enabled us not only to kill enemies but also to destroy civilians and the environment. Man has finally achieved, with the development of nuclear weapons, the ability to destroy entire populations and with even more advanced technology to attack very specific targets, as was shown during the Gulf War in 1990. What are the effects of war? Human casualties are the most immediate effect of armed conflict. Before the 20th century, the major casualties were soldiers who died both from war injuries and infection. If one examines the average number of deaths/million population from wars for every year in the past, it ranges from 19.0 in the 17th century to 10.8 in the 19th century. This increases greatly in the 20th century to 183.2 deaths/million with a large increase in deaths among the civilian population. In World War I, 19% of the deaths occurred among civilians. During the Spanish Civil War, World War II, and the Korean and Vietnam Wars, 50%, 48%, 34%, and 48% of the deaths respectively (分别), occurred among civilians. In the 1980s, 85% of war deaths were civilians. However, it can be argued that the long-term effects of war are probably more damaging than the immediate effects. This is particularly true for children. One year's spending on Star Wars research could provide an elementary school education for 1.4 million Latin American children and the cost of one Trident submarine could fund a 5-year program for universal immunization (免疫) against six major deadly diseases. These figures do not even consider some of the other effects of war such as the effect of refugees on struggling host countries, destroyed hospitals and schools, food shortage, increased infant and childhood death rates, and the breakup of families. 27. What do we learn about human casualties caused by war in history?

A. Before the 20th century, the major causes of death were injuries and infection from wars.

B. The number of soldiers who died in wars increased from the 19th to the 20th century.

C. The percentage of soldiers who died during World War II is 48%.

D. The targets of war have changed from soldiers only to civilians as well.

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97. 8. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two "War is not good for children and other living things," was often heard during the 1960s, yet man has been using violence and going to war against his fellow man for thousands of years and continues today, as evidenced by the ongoing conflicts (冲突) in many parts of the world. However, the character of war has changed. In ancient times, it was fought with stones and clubs and then advanced to spears and bows and arrows. We then "progressed" to guns and on to bombs, mines, and other weapons that enabled us not only to kill enemies but also to destroy civilians and the environment. Man has finally achieved, with the development of nuclear weapons, the ability to destroy entire populations and with even more advanced technology to attack very specific targets, as was shown during the Gulf War in 1990. What are the effects of war? Human casualties are the most immediate effect of armed conflict. Before the 20th century, the major casualties were soldiers who died both from war injuries and infection. If one examines the average number of deaths/million population from wars for every year in the past, it ranges from 19.0 in the 17th century to 10.8 in the 19th century. This increases greatly in the 20th century to 183.2 deaths/million with a large increase in deaths among the civilian population. In World War I, 19% of the deaths occurred among civilians. During the Spanish Civil War, World War II, and the Korean and Vietnam Wars, 50%, 48%, 34%, and 48% of the deaths respectively (分别), occurred among civilians. In the 1980s, 85% of war deaths were civilians. However, it can be argued that the long-term effects of war are probably more damaging than the immediate effects. This is particularly true for children. One year's spending on Star Wars research could provide an elementary school education for 1.4 million Latin American children and the cost of one Trident submarine could fund a 5-year program for universal immunization (免疫) against six major deadly diseases. These figures do not even consider some of the other effects of war such as the effect of refugees on struggling host countries, destroyed hospitals and schools, food shortage, increased infant and childhood death rates, and the breakup of families. 28. What does the author mean by "the long-term effects of war" (Line 1, Para. 3)?

A. The decrease of population.

B. The destruction of natural resources.

C. The nuclear weapon competition.

D. The sufferings of children.

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98. 9. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two "War is not good for children and other living things," was often heard during the 1960s, yet man has been using violence and going to war against his fellow man for thousands of years and continues today, as evidenced by the ongoing conflicts (冲突) in many parts of the world. However, the character of war has changed. In ancient times, it was fought with stones and clubs and then advanced to spears and bows and arrows. We then "progressed" to guns and on to bombs, mines, and other weapons that enabled us not only to kill enemies but also to destroy civilians and the environment. Man has finally achieved, with the development of nuclear weapons, the ability to destroy entire populations and with even more advanced technology to attack very specific targets, as was shown during the Gulf War in 1990. What are the effects of war? Human casualties are the most immediate effect of armed conflict. Before the 20th century, the major casualties were soldiers who died both from war injuries and infection. If one examines the average number of deaths/million population from wars for every year in the past, it ranges from 19.0 in the 17th century to 10.8 in the 19th century. This increases greatly in the 20th century to 183.2 deaths/million with a large increase in deaths among the civilian population. In World War I, 19% of the deaths occurred among civilians. During the Spanish Civil War, World War II, and the Korean and Vietnam Wars, 50%, 48%, 34%, and 48% of the deaths respectively (分别), occurred among civilians. In the 1980s, 85% of war deaths were civilians. However, it can be argued that the long-term effects of war are probably more damaging than the immediate effects. This is particularly true for children. One year's spending on Star Wars research could provide an elementary school education for 1.4 million Latin American children and the cost of one Trident submarine could fund a 5-year program for universal immunization (免疫) against six major deadly diseases. These figures do not even consider some of the other effects of war such as the effect of refugees on struggling host countries, destroyed hospitals and schools, food shortage, increased infant and childhood death rates, and the breakup of families. 29. What is the author's view of Star Wars research?

A. The money was spent at the cost of educational services.

B. It could teach children the value of scientific research.

C. The results would be important to Latin America too.

D. It meant little to the progress of developing countries.

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99. 10. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two "War is not good for children and other living things," was often heard during the 1960s, yet man has been using violence and going to war against his fellow man for thousands of years and continues today, as evidenced by the ongoing conflicts (冲突) in many parts of the world. However, the character of war has changed. In ancient times, it was fought with stones and clubs and then advanced to spears and bows and arrows. We then "progressed" to guns and on to bombs, mines, and other weapons that enabled us not only to kill enemies but also to destroy civilians and the environment. Man has finally achieved, with the development of nuclear weapons, the ability to destroy entire populations and with even more advanced technology to attack very specific targets, as was shown during the Gulf War in 1990. What are the effects of war? Human casualties are the most immediate effect of armed conflict. Before the 20th century, the major casualties were soldiers who died both from war injuries and infection. If one examines the average number of deaths/million population from wars for every year in the past, it ranges from 19.0 in the 17th century to 10.8 in the 19th century. This increases greatly in the 20th century to 183.2 deaths/million with a large increase in deaths among the civilian population. In World War I, 19% of the deaths occurred among civilians. During the Spanish Civil War, World War II, and the Korean and Vietnam Wars, 50%, 48%, 34%, and 48% of the deaths respectively (分别), occurred among civilians. In the 1980s, 85% of war deaths were civilians. However, it can be argued that the long-term effects of war are probably more damaging than the immediate effects. This is particularly true for children. One year's spending on Star Wars research could provide an elementary school education for 1.4 million Latin American children and the cost of one Trident submarine could fund a 5-year program for universal immunization (免疫) against six major deadly diseases. These figures do not even consider some of the other effects of war such as the effect of refugees on struggling host countries, destroyed hospitals and schools, food shortage, increased infant and childhood death rates, and the breakup of families. 30. The author thinks the long-term effects of war are more damaging because ______.

A. it will lead to more cultural conflicts and the spread of diseases

B. it increasingly relies on advanced technology to attack targets

C. it can affect the quality of life for many years and generations

D. it is aimed at not just defeating but also destroying enemies

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100. 1. It will be a close game (势均力敌的比赛). __________ is hard to predict.

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101. 2. Travelers ____________ would choose to go there by train instead of by plane.

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102. 3. Tom was_____________ leaving the garden when he heard someone cry: "Isn't it Tom? I can hardly believe my eyes."

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103. 4. __________ is what we need when we design new products.

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104. 5. The problem turned out to be far more___________ than he had __________。

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105. 6. The works in this room are ___________ by local artists. They embody the artists' vision of a peaceful and environment-friendly_________.

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106. 7. Water, though ___________ in Brazil, is extremely unevenly (不均匀地) __________ among its regions (地区).

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107. 8. Even today, my first English teacher's encouraging words still He ___________

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108. 9. Henry has many friends working in the government. His _________ of information are usually He _________ .

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109. 10. These figures show that the death________ of road accidents gets higher as the speed of the car increases.

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110. 11. With water demand growing, the ___________ between the two neighboring villages over water has ________________ over the years.

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111. 12. Years ago the professor said that there was no doubt that the people in this city would ________ a water shortage, if not a water crisis.___________ events have proved his predictions to be exactly right.

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112. 13. The TV program __________ the aftermath (后果) of the Paris terrorist attacks.

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113. 1. With the money from her uncle, Jenny was able to enroll in a dancing school and chase her childhood dream of becoming a dancer. ( )

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114. 2. The high-rise building in the back makes our old house seem small.

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115. 3. The figures show that our economy is healthy and we are likely to achieve sustainable and balanced(平衡的)growth. ( )

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116. 4. The two girls spent the whole night planning the summer events, get-togethers, dinner parties, and many other things of the kind.

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117. 1. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Every time man uses water, it sets off a widening effect that has consequences few people understand. But we can no longer afford to ignore our impact on water supplies. We must accept the new reality and adapt (适应). The good news is that water is renewable: humans may pollute it, overuse it, or allow it to evaporate (蒸发) into the hot sky, but we cannot destroy water. The challenge is to learn how to manage the earth's limited supply more efficiently and sustainably. The bad news is that people usually resist change until a crisis is underway. In the 1930s, Americans ignored warnings about drought and poor farming practices until the Dust Bowl drove 2.5 million people off the Great Plains. In the 1970s and 1980s, Americans ignored warnings about water pollution until the Cuyahoga River, polluted from decades of industrial waste, caught fire and people were poisoned at Love Canal and elsewhere. In the first decade of this century, Americans ignored warnings that they were polluting and draining important supplies such as the Colorado River, the Everglades, the Great Lakes, the Mississippi, and the Sacramento Delta. Today, water scarcity, population growth, and environmental damaging have combined to force the kind of awareness that the United States has not seen in forty years. In the 1970s, the American environmental movement forced the passage of the Clean Water Act and the Safe Drinking Water Act, and the founding of the Environmental Protection Agency. Thus began a remarkable period of collective action when Americans, for the first time, agreed on the need to protect the nation's water supply. Nearly half a century after the Clean Water Act was signed in 1972, America and the world face a second significant period in which our actions, and inactions, will have serious consequences for water supplies for years to come. There are plenty of suggestions, and sharp disagreements, over how to respond. One camp favors building up water supplies by increasing the nation's reservoirs, canals, and pipelines. Another group favors a new water ethic (伦理) built on the opposite approach: conserving existing water supplies and limiting new demand through efficient technologies, strict control, price incentives (刺激), and broad public education. 21. What is the good news about people's water use?

A. People are aware that they should not waste water.

B. People can adapt whether water supplies are enough.

C. People can do anything to water but destroy it.

D. People know how to manage limited water supplies.

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118. 2. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Every time man uses water, it sets off a widening effect that has consequences few people understand. But we can no longer afford to ignore our impact on water supplies. We must accept the new reality and adapt (适应). The good news is that water is renewable: humans may pollute it, overuse it, or allow it to evaporate (蒸发) into the hot sky, but we cannot destroy water. The challenge is to learn how to manage the earth's limited supply more efficiently and sustainably. The bad news is that people usually resist change until a crisis is underway. In the 1930s, Americans ignored warnings about drought and poor farming practices until the Dust Bowl drove 2.5 million people off the Great Plains. In the 1970s and 1980s, Americans ignored warnings about water pollution until the Cuyahoga River, polluted from decades of industrial waste, caught fire and people were poisoned at Love Canal and elsewhere. In the first decade of this century, Americans ignored warnings that they were polluting and draining important supplies such as the Colorado River, the Everglades, the Great Lakes, the Mississippi, and the Sacramento Delta. Today, water scarcity, population growth, and environmental damaging have combined to force the kind of awareness that the United States has not seen in forty years. In the 1970s, the American environmental movement forced the passage of the Clean Water Act and the Safe Drinking Water Act, and the founding of the Environmental Protection Agency. Thus began a remarkable period of collective action when Americans, for the first time, agreed on the need to protect the nation's water supply. Nearly half a century after the Clean Water Act was signed in 1972, America and the world face a second significant period in which our actions, and inactions, will have serious consequences for water supplies for years to come. There are plenty of suggestions, and sharp disagreements, over how to respond. One camp favors building up water supplies by increasing the nation's reservoirs, canals, and pipelines. Another group favors a new water ethic (伦理) built on the opposite approach: conserving existing water supplies and limiting new demand through efficient technologies, strict control, price incentives (刺激), and broad public education. 22. What water crisis did the US have in the 1930s?

A. Polluted water made farmers give up their land.

B. Drought caused the soil to turn to waves of dust.

C. Lack of water for farming forced farmers to leave.

D. Too many people competed for water on the Great Plains.

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119. 3. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Every time man uses water, it sets off a widening effect that has consequences few people understand. But we can no longer afford to ignore our impact on water supplies. We must accept the new reality and adapt (适应). The good news is that water is renewable: humans may pollute it, overuse it, or allow it to evaporate (蒸发) into the hot sky, but we cannot destroy water. The challenge is to learn how to manage the earth's limited supply more efficiently and sustainably. The bad news is that people usually resist change until a crisis is underway. In the 1930s, Americans ignored warnings about drought and poor farming practices until the Dust Bowl drove 2.5 million people off the Great Plains. In the 1970s and 1980s, Americans ignored warnings about water pollution until the Cuyahoga River, polluted from decades of industrial waste, caught fire and people were poisoned at Love Canal and elsewhere. In the first decade of this century, Americans ignored warnings that they were polluting and draining important supplies such as the Colorado River, the Everglades, the Great Lakes, the Mississippi, and the Sacramento Delta. Today, water scarcity, population growth, and environmental damaging have combined to force the kind of awareness that the United States has not seen in forty years. In the 1970s, the American environmental movement forced the passage of the Clean Water Act and the Safe Drinking Water Act, and the founding of the Environmental Protection Agency. Thus began a remarkable period of collective action when Americans, for the first time, agreed on the need to protect the nation's water supply. Nearly half a century after the Clean Water Act was signed in 1972, America and the world face a second significant period in which our actions, and inactions, will have serious consequences for water supplies for years to come. There are plenty of suggestions, and sharp disagreements, over how to respond. One camp favors building up water supplies by increasing the nation's reservoirs, canals, and pipelines. Another group favors a new water ethic (伦理) built on the opposite approach: conserving existing water supplies and limiting new demand through efficient technologies, strict control, price incentives (刺激), and broad public education. 23. In the 1970s and 1980s, the Cuyahoga River fire had a positive effect of ______.

A. population decline in the region

B. frequent warnings about water quality

C. more environmental organizations

D. the passage of the Clean Water Act

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120. 4. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Every time man uses water, it sets off a widening effect that has consequences few people understand. But we can no longer afford to ignore our impact on water supplies. We must accept the new reality and adapt (适应). The good news is that water is renewable: humans may pollute it, overuse it, or allow it to evaporate (蒸发) into the hot sky, but we cannot destroy water. The challenge is to learn how to manage the earth's limited supply more efficiently and sustainably. The bad news is that people usually resist change until a crisis is underway. In the 1930s, Americans ignored warnings about drought and poor farming practices until the Dust Bowl drove 2.5 million people off the Great Plains. In the 1970s and 1980s, Americans ignored warnings about water pollution until the Cuyahoga River, polluted from decades of industrial waste, caught fire and people were poisoned at Love Canal and elsewhere. In the first decade of this century, Americans ignored warnings that they were polluting and draining important supplies such as the Colorado River, the Everglades, the Great Lakes, the Mississippi, and the Sacramento Delta. Today, water scarcity, population growth, and environmental damaging have combined to force the kind of awareness that the United States has not seen in forty years. In the 1970s, the American environmental movement forced the passage of the Clean Water Act and the Safe Drinking Water Act, and the founding of the Environmental Protection Agency. Thus began a remarkable period of collective action when Americans, for the first time, agreed on the need to protect the nation's water supply. Nearly half a century after the Clean Water Act was signed in 1972, America and the world face a second significant period in which our actions, and inactions, will have serious consequences for water supplies for years to come. There are plenty of suggestions, and sharp disagreements, over how to respond. One camp favors building up water supplies by increasing the nation's reservoirs, canals, and pipelines. Another group favors a new water ethic (伦理) built on the opposite approach: conserving existing water supplies and limiting new demand through efficient technologies, strict control, price incentives (刺激), and broad public education. 24. A remarkable period began in the 1970s when ______.

A. water for industrial production was more easily available

B. there was a nationwide movement for water protection

C. water scarcity was not a problem despite population growth

D. Americans did not have any deadly industrial accidents

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121. 5. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One Every time man uses water, it sets off a widening effect that has consequences few people understand. But we can no longer afford to ignore our impact on water supplies. We must accept the new reality and adapt (适应). The good news is that water is renewable: humans may pollute it, overuse it, or allow it to evaporate (蒸发) into the hot sky, but we cannot destroy water. The challenge is to learn how to manage the earth's limited supply more efficiently and sustainably. The bad news is that people usually resist change until a crisis is underway. In the 1930s, Americans ignored warnings about drought and poor farming practices until the Dust Bowl drove 2.5 million people off the Great Plains. In the 1970s and 1980s, Americans ignored warnings about water pollution until the Cuyahoga River, polluted from decades of industrial waste, caught fire and people were poisoned at Love Canal and elsewhere. In the first decade of this century, Americans ignored warnings that they were polluting and draining important supplies such as the Colorado River, the Everglades, the Great Lakes, the Mississippi, and the Sacramento Delta. Today, water scarcity, population growth, and environmental damaging have combined to force the kind of awareness that the United States has not seen in forty years. In the 1970s, the American environmental movement forced the passage of the Clean Water Act and the Safe Drinking Water Act, and the founding of the Environmental Protection Agency. Thus began a remarkable period of collective action when Americans, for the first time, agreed on the need to protect the nation's water supply. Nearly half a century after the Clean Water Act was signed in 1972, America and the world face a second significant period in which our actions, and inactions, will have serious consequences for water supplies for years to come. There are plenty of suggestions, and sharp disagreements, over how to respond. One camp favors building up water supplies by increasing the nation's reservoirs, canals, and pipelines. Another group favors a new water ethic (伦理) built on the opposite approach: conserving existing water supplies and limiting new demand through efficient technologies, strict control, price incentives (刺激), and broad public education. 25. What is the difference between the two camps in their suggested solutions to the water problem?

A. Whether to use technology or to change habits.

B. Whether to increase supply or to use water responsibly.

C. Whether to control water use or to let go of the control.

D. Whether to consider the impact on the environment or not.

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122. 6. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Some 330 million people -- about one quarter of India's population -- are facing the worst water crisis in four decades. A drought has turned vast areas of the country into a dust bowl, drying up crops and forcing farmers from their lands. Coal-fired power plants -- the major source of India's electricity -- have had to stop output because there is not enough water in nearby rivers to generate (发电) steam. Armed guards are being posted at dams to prevent desperate farmers from stealing water. Over 600 million people in India depend on agriculture for their living and nearly two-thirds of land under cultivation has no irrigation and so relies on rain. Part of the problem is El Ni駉, the climate pattern that puts extra heat into the atmosphere. But much of the problem is a result of years of mismanagement of water resources, a failure to stop corruption (腐败) and the hesitation of Prime Minister Narendra Modi's government in taking action to help those affected. Back in 2009, an American report by the National Aeronautics and Space Administration based on satellite images showed a sharp decrease in groundwater levels under northern India's irrigated fields of wheat, rice and barley. The response -- drilling wells deeper as water levels fell -- has made the problem worse. Reservoirs and wells are now running dry. India's so-called sand mafia (黑帮), operating in secret with the support of local officials, has also contributed to the problem by illegally removing sand -- important to allow water to pass slowly into underground aquifers (地下蓄水层) -- from riverbeds to supply concrete (混凝土) for India's fast-developing construction industry. India is now entering the hot season, and temperatures have risen to record levels. Thankfully, El Ni駉 is pulling back, and the India Meteorological Department is predicting an above-average rainy season later this year, which will provide some relief. But unless there is a way to build facilities to quickly capture the rain, much of it will simply run off or evaporate. Mr. Modi's most urgent task is to help those suffering from the drought. He must also place water at the center of his development plan. A growing population means that India's water needs will only increase, even as climate change will most likely make water scarcer. 26. What is the water problem facing one quarter of India's population?

A. Water is being polluted with fast industrial development.

B. The rainy season has not brought rain as farmers expected.

C. People fight for water due to uneven water distribution.

D. A drought is taking place as a heat wave hits the vast areas.

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123. 7. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Some 330 million people -- about one quarter of India's population -- are facing the worst water crisis in four decades. A drought has turned vast areas of the country into a dust bowl, drying up crops and forcing farmers from their lands. Coal-fired power plants -- the major source of India's electricity -- have had to stop output because there is not enough water in nearby rivers to generate (发电) steam. Armed guards are being posted at dams to prevent desperate farmers from stealing water. Over 600 million people in India depend on agriculture for their living and nearly two-thirds of land under cultivation has no irrigation and so relies on rain. Part of the problem is El Ni駉, the climate pattern that puts extra heat into the atmosphere. But much of the problem is a result of years of mismanagement of water resources, a failure to stop corruption (腐败) and the hesitation of Prime Minister Narendra Modi's government in taking action to help those affected. Back in 2009, an American report by the National Aeronautics and Space Administration based on satellite images showed a sharp decrease in groundwater levels under northern India's irrigated fields of wheat, rice and barley. The response -- drilling wells deeper as water levels fell -- has made the problem worse. Reservoirs and wells are now running dry. India's so-called sand mafia (黑帮), operating in secret with the support of local officials, has also contributed to the problem by illegally removing sand -- important to allow water to pass slowly into underground aquifers (地下蓄水层) -- from riverbeds to supply concrete (混凝土) for India's fast-developing construction industry. India is now entering the hot season, and temperatures have risen to record levels. Thankfully, El Ni駉 is pulling back, and the India Meteorological Department is predicting an above-average rainy season later this year, which will provide some relief. But unless there is a way to build facilities to quickly capture the rain, much of it will simply run off or evaporate. Mr. Modi's most urgent task is to help those suffering from the drought. He must also place water at the center of his development plan. A growing population means that India's water needs will only increase, even as climate change will most likely make water scarcer. 27. In addition to the climate, the author thinks another major cause of India's water problem is ______.

A. the stealing of water by farmers

B. the inefficient agricultural use of water

C. the government's inability and inaction

D. the difficulty of developing water-storage facilities

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124. 8. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Some 330 million people -- about one quarter of India's population -- are facing the worst water crisis in four decades. A drought has turned vast areas of the country into a dust bowl, drying up crops and forcing farmers from their lands. Coal-fired power plants -- the major source of India's electricity -- have had to stop output because there is not enough water in nearby rivers to generate (发电) steam. Armed guards are being posted at dams to prevent desperate farmers from stealing water. Over 600 million people in India depend on agriculture for their living and nearly two-thirds of land under cultivation has no irrigation and so relies on rain. Part of the problem is El Ni駉, the climate pattern that puts extra heat into the atmosphere. But much of the problem is a result of years of mismanagement of water resources, a failure to stop corruption (腐败) and the hesitation of Prime Minister Narendra Modi's government in taking action to help those affected. Back in 2009, an American report by the National Aeronautics and Space Administration based on satellite images showed a sharp decrease in groundwater levels under northern India's irrigated fields of wheat, rice and barley. The response -- drilling wells deeper as water levels fell -- has made the problem worse. Reservoirs and wells are now running dry. India's so-called sand mafia (黑帮), operating in secret with the support of local officials, has also contributed to the problem by illegally removing sand -- important to allow water to pass slowly into underground aquifers (地下蓄水层) -- from riverbeds to supply concrete (混凝土) for India's fast-developing construction industry. India is now entering the hot season, and temperatures have risen to record levels. Thankfully, El Ni駉 is pulling back, and the India Meteorological Department is predicting an above-average rainy season later this year, which will provide some relief. But unless there is a way to build facilities to quickly capture the rain, much of it will simply run off or evaporate. Mr. Modi's most urgent task is to help those suffering from the drought. He must also place water at the center of his development plan. A growing population means that India's water needs will only increase, even as climate change will most likely make water scarcer. 28. What do we learn about the report by the National Aeronautics and Space Administration?

A. Groundwater levels in northern India fell.

B. Northern India had drilled too many deep wells.

C. Northern India is unsuitable for growing crops.

D. Irrigation in Northern India should depend on rain.

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125. 9. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Some 330 million people -- about one quarter of India's population -- are facing the worst water crisis in four decades. A drought has turned vast areas of the country into a dust bowl, drying up crops and forcing farmers from their lands. Coal-fired power plants -- the major source of India's electricity -- have had to stop output because there is not enough water in nearby rivers to generate (发电) steam. Armed guards are being posted at dams to prevent desperate farmers from stealing water. Over 600 million people in India depend on agriculture for their living and nearly two-thirds of land under cultivation has no irrigation and so relies on rain. Part of the problem is El Ni駉, the climate pattern that puts extra heat into the atmosphere. But much of the problem is a result of years of mismanagement of water resources, a failure to stop corruption (腐败) and the hesitation of Prime Minister Narendra Modi's government in taking action to help those affected. Back in 2009, an American report by the National Aeronautics and Space Administration based on satellite images showed a sharp decrease in groundwater levels under northern India's irrigated fields of wheat, rice and barley. The response -- drilling wells deeper as water levels fell -- has made the problem worse. Reservoirs and wells are now running dry. India's so-called sand mafia (黑帮), operating in secret with the support of local officials, has also contributed to the problem by illegally removing sand -- important to allow water to pass slowly into underground aquifers (地下蓄水层) -- from riverbeds to supply concrete (混凝土) for India's fast-developing construction industry. India is now entering the hot season, and temperatures have risen to record levels. Thankfully, El Ni駉 is pulling back, and the India Meteorological Department is predicting an above-average rainy season later this year, which will provide some relief. But unless there is a way to build facilities to quickly capture the rain, much of it will simply run off or evaporate. Mr. Modi's most urgent task is to help those suffering from the drought. He must also place water at the center of his development plan. A growing population means that India's water needs will only increase, even as climate change will most likely make water scarcer. 29. What has the sand mafia done to make the water problem worse?

A. They have turned water into a commercial product.

B. They have used sand to keep water underground.

C. They have controlled local resources for officials.

D. They have supplied sand for construction projects.

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126. 10. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Some 330 million people -- about one quarter of India's population -- are facing the worst water crisis in four decades. A drought has turned vast areas of the country into a dust bowl, drying up crops and forcing farmers from their lands. Coal-fired power plants -- the major source of India's electricity -- have had to stop output because there is not enough water in nearby rivers to generate (发电) steam. Armed guards are being posted at dams to prevent desperate farmers from stealing water. Over 600 million people in India depend on agriculture for their living and nearly two-thirds of land under cultivation has no irrigation and so relies on rain. Part of the problem is El Ni駉, the climate pattern that puts extra heat into the atmosphere. But much of the problem is a result of years of mismanagement of water resources, a failure to stop corruption (腐败) and the hesitation of Prime Minister Narendra Modi's government in taking action to help those affected. Back in 2009, an American report by the National Aeronautics and Space Administration based on satellite images showed a sharp decrease in groundwater levels under northern India's irrigated fields of wheat, rice and barley. The response -- drilling wells deeper as water levels fell -- has made the problem worse. Reservoirs and wells are now running dry. India's so-called sand mafia (黑帮), operating in secret with the support of local officials, has also contributed to the problem by illegally removing sand -- important to allow water to pass slowly into underground aquifers (地下蓄水层) -- from riverbeds to supply concrete (混凝土) for India's fast-developing construction industry. India is now entering the hot season, and temperatures have risen to record levels. Thankfully, El Ni駉 is pulling back, and the India Meteorological Department is predicting an above-average rainy season later this year, which will provide some relief. But unless there is a way to build facilities to quickly capture the rain, much of it will simply run off or evaporate. Mr. Modi's most urgent task is to help those suffering from the drought. He must also place water at the center of his development plan. A growing population means that India's water needs will only increase, even as climate change will most likely make water scarcer. 30. The author suggests at the end of the passage that India's Prime Minister should ______.

A. prioritize the country's water needs in his development plan

B. control population growth to reduce the demand for resources

C. address agricultural development with new technologies

D. take action to ensure that research is done on climate change

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127. 1. Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. You may not use any of the words in the bank more than once. Water is life. We depend on it to keep us and the 1 healthy. Nonetheless, many people take water as a natural resource for granted. Today, the situation has changed. As the population of the world increases, and with it the demand for water, there is growing concern that our water supplies will not be as 2 as we think. Eighty countries now have water shortages and 2 billion people lack access to clean water. One billion people lack enough water to simply meet their basic needs. While nearly 70 percent of the world is covered by water, only 2.5 percent of it is fresh. This tiny amount of fresh water available on the planet has remained fairly constant over time and is 3 unevenly around the world. The growth of the world population, therefore, 4 competition for a clean supply of water every year. Worse still, humans are not efficient users. According to the United Nations, water use has grown at more than twice the 5 of population increase in the last century. The reality is that an increasing number of regions are 6 with water scarcity. By 2025, two-thirds of the world's population may face water shortages. An adequate and 7 water supply is essential to the future of every country. To increase and conserve supplies of fresh water, many countries have been working at technological 8 , one of which is in the process of desalination. New filtration systems have been developed to 9 traditional heating methods. Thus the expected 10 can be achieved: lower costs. A) abundant B) complicated C) conflict D) confronted E) distributed F) environment G) highlight H) innovations I) intensified J) outcome K) rate L) reliable M) replace N) sources O) subsequent

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128. 1. 1 Different from her father, who is a remarkable writer, Ella doesn't seem to have any interest in reading and writing. ( )

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129. 2. 2This washing machine factory has introduced a very unusual technological innovation making the job of housewives easier. ( )

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130. 3. 3Amy Chua's book Battle Hymn (赞美诗) of the Tiger Mother created a significant impression when it was published in 2011. ( )

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131. 4. 4Of all the things my grandma used to say, I remember this best of all -- everything you worry about will prove to be all right. ( )

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132. 5. 5 Every year a report comes out describing fully which cities in America had the highest crime (犯罪) rates from the previous year. ( )

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133. 1. Directions: In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. You may not use any of the words in the bank more than once. We live in a digital age. It is becoming cheaper and truly more convenient for us to get connected to the Internet anytime and anywhere. Over the years 1 technological advances have made it possible to introduce new means of communication and expression. In the past, we went 2 through browsers on our fixed line-connected PC and put ourselves at the receiving end for information. In today's fast-paced life, we find ourselves no longer 3 the Web nearly as much anymore. There is an increasing trend that we get in touch with friends more easily through mobile devices with built-in Wi-Fi features such as smartphones and tablet computers. 4 the first stage of the Web development, social 5 on mobile devices operate under a dialogic model, which is different from the traditional one. The mobile apps available help to manage new types of online activities. They allow individuals, communities and organizations to actively create and 6 content online. They also allow us to 7 with one another by sharing details about our lives, photos and thoughts. Examples of such new media include blogs, wikis and social networks. However, social media have been 8 for issues with reliability of information presented when there are no proper rules 9 to online behavior. Compared with information from traditional media, particularly books, trust in information from social media sources is low. In the 10 of firm evidence, some people even go so far as to use social media to quickly spread misinformation, lies and rumors. A) absence B) amazing C) criticized D) Despite E) interact F) media G) nourish H) online I) promising J) publish K) related L) surfing M) unique N) Unlike O) urged

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134. 1. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One College students seem unable to get off their cellphones. Professors find it challenging to get students to stop using their cellphones in class. Doug Duncan, a professor at the University of Colorado has come up with a solution to smartphone distraction in his astronomy class. He has published a paper showing that, at his college, more than 75 percent of undergrads reported texting while in class, and that in-class texting was linked to an average drop of half a letter grade in the course. Ten percent of the grade in Duncan's class comes from participation points. To reduce smartphone use, he carried out an experiment. While sharing his plan with his colleagues, he wrote: "I asked my students to vote (投票表决) if I should offer one participation point for taking out their cellphone, turning it off and leaving it out on my desk. To my amazement 100% voted yes. So they all took out their phones, put them on the desk, and we had an extremely engaged class." Three class meetings later, the no-cellphone rule is still going strong. Should other professors follow Duncan's lead? Larry Rosen, a research psychologist at California State University, studies smartphone use among college students. He doesn't think simply rewarding students for turning off their phones is a good strategy. "It doesn't get at the real issue of why students are distracted," he explains. "Most college students are heavy users who are going to get anxious within 10 or 15 minutes if they can't check their phones." In experiments, Rosen has shown that students' heart rate and other vital signs (生命体征) rise when they hear their phones ring and can't answer them. He says that putting the phones in sight, but out of reach, even when turned off, will only increase that anxiety and the distraction that comes with it. Rosen has his own solution. "I start by calling a tech break, where they can check their phone for one minute, every 15 minutes," he says. "Over time you can increase it to 20, 25. And within a couple weeks you can get them to go 30 minutes without needing it." 21. What is the finding reported in Doug Duncan's published paper?

A. Most students at American colleges texted while in class.

B. Professors were not effective in stopping phone use in class.

C. Ten percent of his texting students could not pass the course.

D. Texting reduced course grades by half a letter on average.

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135. 2. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One College students seem unable to get off their cellphones. Professors find it challenging to get students to stop using their cellphones in class. Doug Duncan, a professor at the University of Colorado has come up with a solution to smartphone distraction in his astronomy class. He has published a paper showing that, at his college, more than 75 percent of undergrads reported texting while in class, and that in-class texting was linked to an average drop of half a letter grade in the course. Ten percent of the grade in Duncan's class comes from participation points. To reduce smartphone use, he carried out an experiment. While sharing his plan with his colleagues, he wrote: "I asked my students to vote (投票表决) if I should offer one participation point for taking out their cellphone, turning it off and leaving it out on my desk. To my amazement 100% voted yes. So they all took out their phones, put them on the desk, and we had an extremely engaged class." Three class meetings later, the no-cellphone rule is still going strong. Should other professors follow Duncan's lead? Larry Rosen, a research psychologist at California State University, studies smartphone use among college students. He doesn't think simply rewarding students for turning off their phones is a good strategy. "It doesn't get at the real issue of why students are distracted," he explains. "Most college students are heavy users who are going to get anxious within 10 or 15 minutes if they can't check their phones." In experiments, Rosen has shown that students' heart rate and other vital signs (生命体征) rise when they hear their phones ring and can't answer them. He says that putting the phones in sight, but out of reach, even when turned off, will only increase that anxiety and the distraction that comes with it. Rosen has his own solution. "I start by calling a tech break, where they can check their phone for one minute, every 15 minutes," he says. "Over time you can increase it to 20, 25. And within a couple weeks you can get them to go 30 minutes without needing it." 22. What experiment did Duncan carry out to reduce cellphone use in class?

A. Students using their cellphones could lose one point.

B. The whole class had to leave cellphones on the desks.

C. He designed class activities based on voting on the phone.

D. Cellphones had to be kept on the teacher's desk if used.

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136. 3. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One College students seem unable to get off their cellphones. Professors find it challenging to get students to stop using their cellphones in class. Doug Duncan, a professor at the University of Colorado has come up with a solution to smartphone distraction in his astronomy class. He has published a paper showing that, at his college, more than 75 percent of undergrads reported texting while in class, and that in-class texting was linked to an average drop of half a letter grade in the course. Ten percent of the grade in Duncan's class comes from participation points. To reduce smartphone use, he carried out an experiment. While sharing his plan with his colleagues, he wrote: "I asked my students to vote (投票表决) if I should offer one participation point for taking out their cellphone, turning it off and leaving it out on my desk. To my amazement 100% voted yes. So they all took out their phones, put them on the desk, and we had an extremely engaged class." Three class meetings later, the no-cellphone rule is still going strong. Should other professors follow Duncan's lead? Larry Rosen, a research psychologist at California State University, studies smartphone use among college students. He doesn't think simply rewarding students for turning off their phones is a good strategy. "It doesn't get at the real issue of why students are distracted," he explains. "Most college students are heavy users who are going to get anxious within 10 or 15 minutes if they can't check their phones." In experiments, Rosen has shown that students' heart rate and other vital signs (生命体征) rise when they hear their phones ring and can't answer them. He says that putting the phones in sight, but out of reach, even when turned off, will only increase that anxiety and the distraction that comes with it. Rosen has his own solution. "I start by calling a tech break, where they can check their phone for one minute, every 15 minutes," he says. "Over time you can increase it to 20, 25. And within a couple weeks you can get them to go 30 minutes without needing it." 23. Larry Rosen advises other professors not to follow Duncan's lead because ______.

A. it may work at the beginning, but the temptation is too strong

B. it can only work well with some students but not with others

C. it works for a short while before most students get anxious

D. it really distracts heavy users, who actually pretend to listen

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137. 4. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One College students seem unable to get off their cellphones. Professors find it challenging to get students to stop using their cellphones in class. Doug Duncan, a professor at the University of Colorado has come up with a solution to smartphone distraction in his astronomy class. He has published a paper showing that, at his college, more than 75 percent of undergrads reported texting while in class, and that in-class texting was linked to an average drop of half a letter grade in the course. Ten percent of the grade in Duncan's class comes from participation points. To reduce smartphone use, he carried out an experiment. While sharing his plan with his colleagues, he wrote: "I asked my students to vote (投票表决) if I should offer one participation point for taking out their cellphone, turning it off and leaving it out on my desk. To my amazement 100% voted yes. So they all took out their phones, put them on the desk, and we had an extremely engaged class." Three class meetings later, the no-cellphone rule is still going strong. Should other professors follow Duncan's lead? Larry Rosen, a research psychologist at California State University, studies smartphone use among college students. He doesn't think simply rewarding students for turning off their phones is a good strategy. "It doesn't get at the real issue of why students are distracted," he explains. "Most college students are heavy users who are going to get anxious within 10 or 15 minutes if they can't check their phones." In experiments, Rosen has shown that students' heart rate and other vital signs (生命体征) rise when they hear their phones ring and can't answer them. He says that putting the phones in sight, but out of reach, even when turned off, will only increase that anxiety and the distraction that comes with it. Rosen has his own solution. "I start by calling a tech break, where they can check their phone for one minute, every 15 minutes," he says. "Over time you can increase it to 20, 25. And within a couple weeks you can get them to go 30 minutes without needing it." 24. What has Rosen found in his experiments about students not allowed to use cellphones?

A. They were willing to put their phones in sight but out of reach.

B. They had faster heartbeat when unable to answer the phone.

C. They couldn't resist the distraction for a minute and listen seriously.

D. They could control their anxiety when focusing on learning.

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138. 5. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage One College students seem unable to get off their cellphones. Professors find it challenging to get students to stop using their cellphones in class. Doug Duncan, a professor at the University of Colorado has come up with a solution to smartphone distraction in his astronomy class. He has published a paper showing that, at his college, more than 75 percent of undergrads reported texting while in class, and that in-class texting was linked to an average drop of half a letter grade in the course. Ten percent of the grade in Duncan's class comes from participation points. To reduce smartphone use, he carried out an experiment. While sharing his plan with his colleagues, he wrote: "I asked my students to vote (投票表决) if I should offer one participation point for taking out their cellphone, turning it off and leaving it out on my desk. To my amazement 100% voted yes. So they all took out their phones, put them on the desk, and we had an extremely engaged class." Three class meetings later, the no-cellphone rule is still going strong. Should other professors follow Duncan's lead? Larry Rosen, a research psychologist at California State University, studies smartphone use among college students. He doesn't think simply rewarding students for turning off their phones is a good strategy. "It doesn't get at the real issue of why students are distracted," he explains. "Most college students are heavy users who are going to get anxious within 10 or 15 minutes if they can't check their phones." In experiments, Rosen has shown that students' heart rate and other vital signs (生命体征) rise when they hear their phones ring and can't answer them. He says that putting the phones in sight, but out of reach, even when turned off, will only increase that anxiety and the distraction that comes with it. Rosen has his own solution. "I start by calling a tech break, where they can check their phone for one minute, every 15 minutes," he says. "Over time you can increase it to 20, 25. And within a couple weeks you can get them to go 30 minutes without needing it." 25. What solution does Rosen offer?

A. Students are allowed to check their phones every 15 or more minutes.

B. He turns his class into several short periods of 15 minutes or more.

C. Students can check their phones for just one minute in every class.

D. He tells tech support to block the connection every few minutes.

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139. 6. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Teens are masters at keeping themselves occupied in the hours after school until way past bedtime. When they're not doing their homework (and when they are) they're online and on their phones, texting, sharing, you name it. Of course before everyone had a Facebook or Instagram account teens kept themselves busy, too, but they were more likely to do their chatting on the phone, or in person when hanging out. It may have looked like a lot of aimless hanging around, but what they were doing was experimenting, trying out skills, and succeeding and failing in tons of tiny real-time (实时的) interactions that kids today are missing out on. Nonetheless, modern teens are learning to do most of their communication while looking at a screen, not another person. Certainly speaking indirectly creates a barrier (障碍) to clear communication, but that's not all. Learning how to make friends is a major part of growing up, and friendship requires a certain amount of risk-taking. This is true for making a new friend, but it's also true for maintaining friendships. When there are problems that need to be faced, it takes courage to be honest about your feelings and then hear what the other person has to say. Learning to effectively cross these bridges is part of what makes friendship fun and exciting, and also scary. But when friendship is conducted online and through texts, kids are doing this when many of the most personal -- and sometimes frightening -- aspects of communication are removed. It's easier to keep your guard up when you're texting, so less is at risk. You aren't hearing or seeing the effect that your words are having on the other person. Because the conversation isn't happening in real time, each party can take more time to consider a response. No wonder kids say calling someone on the phone is "too intense" -- it requires more direct communication, and if you aren't used to that it may well feel scary. If kids aren't getting enough practice relating to people and getting their needs met in person and in real time, many of them will grow up to be adults who are anxious about the primary means of communication for humans -- talking. 26. The author thinks that after school teens should spend time ______.

A. trying their hand at some real skilled work

B. relaxing by having an account to chat online

C. sharing notes and doing homework together

D. talking to people and improving social skills

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140. 7. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Teens are masters at keeping themselves occupied in the hours after school until way past bedtime. When they're not doing their homework (and when they are) they're online and on their phones, texting, sharing, you name it. Of course before everyone had a Facebook or Instagram account teens kept themselves busy, too, but they were more likely to do their chatting on the phone, or in person when hanging out. It may have looked like a lot of aimless hanging around, but what they were doing was experimenting, trying out skills, and succeeding and failing in tons of tiny real-time (实时的) interactions that kids today are missing out on. Nonetheless, modern teens are learning to do most of their communication while looking at a screen, not another person. Certainly speaking indirectly creates a barrier (障碍) to clear communication, but that's not all. Learning how to make friends is a major part of growing up, and friendship requires a certain amount of risk-taking. This is true for making a new friend, but it's also true for maintaining friendships. When there are problems that need to be faced, it takes courage to be honest about your feelings and then hear what the other person has to say. Learning to effectively cross these bridges is part of what makes friendship fun and exciting, and also scary. But when friendship is conducted online and through texts, kids are doing this when many of the most personal -- and sometimes frightening -- aspects of communication are removed. It's easier to keep your guard up when you're texting, so less is at risk. You aren't hearing or seeing the effect that your words are having on the other person. Because the conversation isn't happening in real time, each party can take more time to consider a response. No wonder kids say calling someone on the phone is "too intense" -- it requires more direct communication, and if you aren't used to that it may well feel scary. If kids aren't getting enough practice relating to people and getting their needs met in person and in real time, many of them will grow up to be adults who are anxious about the primary means of communication for humans -- talking. 27. What does the author mean by "crossing these bridges" (Line 7, Para. 2)?

A. Looking at the screen and speaking indirectly.

B. Taking risks and having courage to communicate.

C. Starting friendships and trying to maintain them.

D. Finding friends and getting help to solve problems.

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141. 8. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Teens are masters at keeping themselves occupied in the hours after school until way past bedtime. When they're not doing their homework (and when they are) they're online and on their phones, texting, sharing, you name it. Of course before everyone had a Facebook or Instagram account teens kept themselves busy, too, but they were more likely to do their chatting on the phone, or in person when hanging out. It may have looked like a lot of aimless hanging around, but what they were doing was experimenting, trying out skills, and succeeding and failing in tons of tiny real-time (实时的) interactions that kids today are missing out on. Nonetheless, modern teens are learning to do most of their communication while looking at a screen, not another person. Certainly speaking indirectly creates a barrier (障碍) to clear communication, but that's not all. Learning how to make friends is a major part of growing up, and friendship requires a certain amount of risk-taking. This is true for making a new friend, but it's also true for maintaining friendships. When there are problems that need to be faced, it takes courage to be honest about your feelings and then hear what the other person has to say. Learning to effectively cross these bridges is part of what makes friendship fun and exciting, and also scary. But when friendship is conducted online and through texts, kids are doing this when many of the most personal -- and sometimes frightening -- aspects of communication are removed. It's easier to keep your guard up when you're texting, so less is at risk. You aren't hearing or seeing the effect that your words are having on the other person. Because the conversation isn't happening in real time, each party can take more time to consider a response. No wonder kids say calling someone on the phone is "too intense" -- it requires more direct communication, and if you aren't used to that it may well feel scary. If kids aren't getting enough practice relating to people and getting their needs met in person and in real time, many of them will grow up to be adults who are anxious about the primary means of communication for humans -- talking. 28. What does the author say about the advantage of chatting online?

A. Making friends more easily.

B. Less possibility of miscommunication.

C. Feeling free to share one's views.

D. Having more time for what to say.

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142. 9. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Teens are masters at keeping themselves occupied in the hours after school until way past bedtime. When they're not doing their homework (and when they are) they're online and on their phones, texting, sharing, you name it. Of course before everyone had a Facebook or Instagram account teens kept themselves busy, too, but they were more likely to do their chatting on the phone, or in person when hanging out. It may have looked like a lot of aimless hanging around, but what they were doing was experimenting, trying out skills, and succeeding and failing in tons of tiny real-time (实时的) interactions that kids today are missing out on. Nonetheless, modern teens are learning to do most of their communication while looking at a screen, not another person. Certainly speaking indirectly creates a barrier (障碍) to clear communication, but that's not all. Learning how to make friends is a major part of growing up, and friendship requires a certain amount of risk-taking. This is true for making a new friend, but it's also true for maintaining friendships. When there are problems that need to be faced, it takes courage to be honest about your feelings and then hear what the other person has to say. Learning to effectively cross these bridges is part of what makes friendship fun and exciting, and also scary. But when friendship is conducted online and through texts, kids are doing this when many of the most personal -- and sometimes frightening -- aspects of communication are removed. It's easier to keep your guard up when you're texting, so less is at risk. You aren't hearing or seeing the effect that your words are having on the other person. Because the conversation isn't happening in real time, each party can take more time to consider a response. No wonder kids say calling someone on the phone is "too intense" -- it requires more direct communication, and if you aren't used to that it may well feel scary. If kids aren't getting enough practice relating to people and getting their needs met in person and in real time, many of them will grow up to be adults who are anxious about the primary means of communication for humans -- talking. 29. What is the author's view of face-to-face communication?

A. It is highly personal and scary.

B. It requires keeping one's guard up.

C. It may not go long enough to talk deeply.

D. It works effectively with noise removed.

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143. 10. Directions: There are two passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice. Passage Two Teens are masters at keeping themselves occupied in the hours after school until way past bedtime. When they're not doing their homework (and when they are) they're online and on their phones, texting, sharing, you name it. Of course before everyone had a Facebook or Instagram account teens kept themselves busy, too, but they were more likely to do their chatting on the phone, or in person when hanging out. It may have looked like a lot of aimless hanging around, but what they were doing was experimenting, trying out skills, and succeeding and failing in tons of tiny real-time (实时的) interactions that kids today are missing out on. Nonetheless, modern teens are learning to do most of their communication while looking at a screen, not another person. Certainly speaking indirectly creates a barrier (障碍) to clear communication, but that's not all. Learning how to make friends is a major part of growing up, and friendship requires a certain amount of risk-taking. This is true for making a new friend, but it's also true for maintaining friendships. When there are problems that need to be faced, it takes courage to be honest about your feelings and then hear what the other person has to say. Learning to effectively cross these bridges is part of what makes friendship fun and exciting, and also scary. But when friendship is conducted online and through texts, kids are doing this when many of the most personal -- and sometimes frightening -- aspects of communication are removed. It's easier to keep your guard up when you're texting, so less is at risk. You aren't hearing or seeing the effect that your words are having on the other person. Because the conversation isn't happening in real time, each party can take more time to consider a response. No wonder kids say calling someone on the phone is "too intense" -- it requires more direct communication, and if you aren't used to that it may well feel scary. If kids aren't getting enough practice relating to people and getting their needs met in person and in real time, many of them will grow up to be adults who are anxious about the primary means of communication for humans -- talking. 30. The author expresses his concern at the end of the passage that ______.

A. teens will feel scared of expressing themselves freely

B. teens will not decide carefully how to make friends

C. teens will grow up not knowing how to talk in person

D. teens will be too direct in their manner of speaking

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