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中国大学MOOC2024级大学英语I作业答案

2024级大学英语I

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.

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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

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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.

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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." 21.Why did the author's father think of her as a problem?

A. She was a troublemaker and not a good student.

B. She felt that she was a genius while growing up.

C. She had no interest in science as her brother did.

D. She, like her brother, was not as smart as Einstein.

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." 22.Who receive the MacArthur Fellowship?

A. Those creative in their work.

B. People who discover geniuses.

C. The top people in their field.

D. Inspiring and successful children.

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." 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。

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 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。

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 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。

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. 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。

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. 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。

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. 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。

33. 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 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.

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34. 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 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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35. 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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36. 2. The high-rise building in the back makes our old house seem small.

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37. 3. 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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38. 1. Baby boomers refer to those born after World War II when births increased suddenly in America. ( )

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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53. 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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54. 2. In the beginning the tomatoes were green, but when they were ripe they turned bright red. ( )

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

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

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

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

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

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60. 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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61. 4. __________ is what we need when we design new products.

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

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63. 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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64. 7. Water, though ___________ in Brazil, is extremely unevenly (不均匀地) __________ among its regions (地区).

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

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

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

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68. 11. 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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69. 12. The TV program __________ the aftermath (后果) of the Paris terrorist attacks.

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

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71. 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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72. 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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73. 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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74. 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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75. 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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76. 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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77. 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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78. 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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79. 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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80. 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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81. 1. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Why Study History? A) Let's face it, our first experience with history is that it is a course that we have to take in order to graduate. As a junior and senior high school student, we have to study American history and state history, and perhaps even take a general course in western civilization (文明) or world history. We didn't have a choice. And the fact that we are forced to take history puts us on the defensive. We begin to build that splendid brick wall that will prevent us from getting anything important out of history. B) The main problem as I see it, is not history itself. The study of history can be fun. But there's only one thing that can make our first experience with history a horrible thing indeed: and that's a poor instructor. I was fortunate. I managed to have a number of excellent history instructors throughout my high school years and this was at a time when I was leaning toward the physical sciences, geology and biology to be exact. I might not have been an excellent history student, but I do remember having excellent history teachers. C) Fine. That's my experience. But experience aside, why study history in the first place? What could history offer the business major? the student hoping to study web page development? the student taking her first psychology class? or the lawyer? or the worker on the shop floor? Well, simply stated, everything has a history, whether we like it or not. Even history itself has a history. Try hard as we might, we can't escape the past. We can't let go of the past. And we celebrate the past all the time. D) You may have been told that we study history so that we won't repeat the mistakes of the past. This is the wishful thinking (一厢情愿) school of historical interpretation (诠释). It's too clean. If we have learned from the past then over the centuries we ought to have built on so much knowledge that things like war, poverty, injustice and immorality ought not to exist. Of course, we've still got a long way to go along this line. E) You may also have heard that everything repeats itself, so if we study the past, we can be sure to know something of the future. I don't hold to this view either. To insist that the study of the past will help to know something of the future is a nice idea, but what I really want to know about is the present. History cannot "tell" the future. History can, on the other hand, help to understand all that is the present. So, faced as we are with the question "why study history?" I can only hope to answer by telling you why I study history. F) Well first off, it's extremely important for us to be in touch not only with the past of our own country, but also of the world as well. History tells us things about the world in which we live. When we are young, we know little about the world beyond our immediate family and environment. As we grow older we realize that the world extends far beyond those limited surroundings and we are hungry for more knowledge of the wider world. But no matter how much of it we explore, all we see is the world as it is today. However, the way the world works is a result of a very long period of development, and we can never understand it well enough unless we try to learn as much as possible about our past. G) Most of us want to live meaningful lives, and we want to understand more than is enough for our mere survival. In our search for understanding our place in the world, we turn to history. There we find a much larger store of human beliefs and values than we come across in our everyday lives. In doing so, we develop a wiser understanding of who we are, of what we can achieve, and of what dangers put individuals, families, communities and nations at risk. H) Of course, there are also more practical reasons why we should study history. Historians examine facts, compare them, evaluate (评价) them, and reach conclusions. By studying history, our own ability to perform these tasks is increased, and this ability is crucial in many walks of life. If you think about it, it's what managers, journalists, politicians, doctors, lawyers and many other professionals have to do every day -- each in their profession. I) But history is enjoyable, too. We should know something of our past in order to be proud of our achievements and how we may have played our part in the development of civilization. With increasing globalization, individual countries are losing the traditions and customs of their own regions, but knowing our history would mean that these traditions do not entirely disappear. However, we should not feel that only our history is of value to the world. Every country has been important to the development of civilization and we must not be so arrogant (傲慢) as to think only ours counts. ______ 11. What the world is now has taught us that it has not come true that we study history to avoid repeating the same mistakes of the past.

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82. 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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83. 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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84. 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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85. 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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86. 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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87. 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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88. 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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89. 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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90. 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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91. 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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92. 1. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Starting College: A Guide for Parents A) It is midsummer. With memories of high school graduations still strong but sadly beginning to go away, millions of families are busily preparing for an important event in their lives -- sending a child off to start college. There is plenty of advice for the students themselves; I will provide little more here. My audience is those proud and even wisely worried parents, those who will pay the tuition, pack the cars, provide the monthly expenses, feel the changes in their daily lives, bear the loss, face their own growing older, and experience the loneliness. We need to sit down, before all the problems begin, and have a quiet talk. I hope it is helpful. B) In my 43 years at Emory University, it has not only been my pleasure to watch the arrival of new freshmen, but my honor to have been given the opportunity every year to talk with parents bringing their children to Emory. C) There are many things I tell the parents in the hour when they sit with me. Here are some of the things that I want them to know. D) 1. This is one of the most emotional times in the lives of parents, especially if they are bringing their oldest or youngest child to school. Bringing their first child means the end of one phase of their family's life and the beginning of another; they are experiencing the change of their family whose children have grown. For parents with more than one child, this "launching" of the first child tells them that the empty nest is slowly beginning to take shape somewhere up ahead. For the parents of a single child or for those bringing their youngest, the empty nest awaits them upon their return home. I tell the first-time college parents that it will take them several months to get used to the new pattern of their family at home. I tell the empty-nesters that this process will take several years. It will. But it is not all, or even mostly, bad. This is an exciting time, indeed. E) 2. I tell the parents that just because their children are at college, it does not mean that they are "college students." The best description I have found is to say they are "high school students at college." This is because it takes time to learn how to be a college student -- how to study, how to eat, how to do laundry, how to play, how to handle money, etc. I guess that this process requires about one semester, by which time the students will have studied for and taken major exams, written papers, given in-class reports, done wrong things, done well, drunk gallons of coffee, eaten uncountable pizzas and attended a variety of college events. I urge the parents to await the appearance of their college student with patience. F) 3. Waiting patiently for the "college student" to appear means not doing what seems to come naturally to modern parents. They want their children to succeed in their lives and they want to help as much as they can. Here's what I tell them: During the course of normal events at college, your children will face problems that need solving. Roommate problems, social problems, registration problems, problems with specific subjects or professors. There are two ways for these problems to get solved. Way number one: parents call the school and talk to the Office of the Dean, or the Director of Residence Life, or even the president. What happens? The problem gets solved. Oh, but there's one other thing that happens -- their children are weakened. Not only are the children not given the chance to learn how to solve the problem and to grow in self-confidence from doing so, they are also "told" by their parents' help that Mom and Dad do not believe that they can take care of themselves, increasing the probability that they will remain dependent on their parents to solve their problems, which results in parents continuing to jump in, which tells the students they can't take care of themselves. True, the problems get solved, but if parents solve them, the kids are weakened or prevented from growing. If the kids do it, the problem is still solved but they are stronger and moving toward a readiness to live their lives independently. G) One thing I add to persuade parents to let kids deal with things on their own is this: Someday, Mom and Dad, these children will be adults and their parents (you) will be elderly and in need of being cared for. What sort of people do you want taking care of you? Unsure people afraid to make good decisions and reach solutions with confidence or ones whose parents wisely sat back and allowed them to grow in strength and wisdom? H) 4. One last thing. I said earlier that the day that parents leave their children at college -- or send them off if they are traveling there alone -- is among the most emotional days of parents' and children's lives. It is a moment that comes along once in a lifetime. It is rare and has power. It gives us as parents an opportunity to say things to our children that will stick with them not only because of what is said, but because of when it is said. I) Here is what I tell the parents: think of what you want to tell your children when you finally say goodbye to them and they go off to their dorm and the beginning of their new chapter in life and you set out for the emptier house that you will now live in. What thoughts, feelings and advice do you want to stick? "Always make your bed!"? "Don't wear your hair that way!"? Surely not. This is a moment to tell them the big things. Things you feel about them as children, as people. Wise things. Things that have guided you in your life. 12. Parents may feel emotional about sending children off to college, and this is not an easy and smooth change in life.

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93. 2. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Starting College: A Guide for Parents A) It is midsummer. With memories of high school graduations still strong but sadly beginning to go away, millions of families are busily preparing for an important event in their lives -- sending a child off to start college. There is plenty of advice for the students themselves; I will provide little more here. My audience is those proud and even wisely worried parents, those who will pay the tuition, pack the cars, provide the monthly expenses, feel the changes in their daily lives, bear the loss, face their own growing older, and experience the loneliness. We need to sit down, before all the problems begin, and have a quiet talk. I hope it is helpful. B) In my 43 years at Emory University, it has not only been my pleasure to watch the arrival of new freshmen, but my honor to have been given the opportunity every year to talk with parents bringing their children to Emory. C) There are many things I tell the parents in the hour when they sit with me. Here are some of the things that I want them to know. D) 1. This is one of the most emotional times in the lives of parents, especially if they are bringing their oldest or youngest child to school. Bringing their first child means the end of one phase of their family's life and the beginning of another; they are experiencing the change of their family whose children have grown. For parents with more than one child, this "launching" of the first child tells them that the empty nest is slowly beginning to take shape somewhere up ahead. For the parents of a single child or for those bringing their youngest, the empty nest awaits them upon their return home. I tell the first-time college parents that it will take them several months to get used to the new pattern of their family at home. I tell the empty-nesters that this process will take several years. It will. But it is not all, or even mostly, bad. This is an exciting time, indeed. E) 2. I tell the parents that just because their children are at college, it does not mean that they are "college students." The best description I have found is to say they are "high school students at college." This is because it takes time to learn how to be a college student -- how to study, how to eat, how to do laundry, how to play, how to handle money, etc. I guess that this process requires about one semester, by which time the students will have studied for and taken major exams, written papers, given in-class reports, done wrong things, done well, drunk gallons of coffee, eaten uncountable pizzas and attended a variety of college events. I urge the parents to await the appearance of their college student with patience. F) 3. Waiting patiently for the "college student" to appear means not doing what seems to come naturally to modern parents. They want their children to succeed in their lives and they want to help as much as they can. Here's what I tell them: During the course of normal events at college, your children will face problems that need solving. Roommate problems, social problems, registration problems, problems with specific subjects or professors. There are two ways for these problems to get solved. Way number one: parents call the school and talk to the Office of the Dean, or the Director of Residence Life, or even the president. What happens? The problem gets solved. Oh, but there's one other thing that happens -- their children are weakened. Not only are the children not given the chance to learn how to solve the problem and to grow in self-confidence from doing so, they are also "told" by their parents' help that Mom and Dad do not believe that they can take care of themselves, increasing the probability that they will remain dependent on their parents to solve their problems, which results in parents continuing to jump in, which tells the students they can't take care of themselves. True, the problems get solved, but if parents solve them, the kids are weakened or prevented from growing. If the kids do it, the problem is still solved but they are stronger and moving toward a readiness to live their lives independently. G) One thing I add to persuade parents to let kids deal with things on their own is this: Someday, Mom and Dad, these children will be adults and their parents (you) will be elderly and in need of being cared for. What sort of people do you want taking care of you? Unsure people afraid to make good decisions and reach solutions with confidence or ones whose parents wisely sat back and allowed them to grow in strength and wisdom? H) 4. One last thing. I said earlier that the day that parents leave their children at college -- or send them off if they are traveling there alone -- is among the most emotional days of parents' and children's lives. It is a moment that comes along once in a lifetime. It is rare and has power. It gives us as parents an opportunity to say things to our children that will stick with them not only because of what is said, but because of when it is said. I) Here is what I tell the parents: think of what you want to tell your children when you finally say goodbye to them and they go off to their dorm and the beginning of their new chapter in life and you set out for the emptier house that you will now live in. What thoughts, feelings and advice do you want to stick? "Always make your bed!"? "Don't wear your hair that way!"? Surely not. This is a moment to tell them the big things. Things you feel about them as children, as people. Wise things. Things that have guided you in your life. 13. Naturally, parents want to help their children solve problems and succeed.

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94. 3. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Starting College: A Guide for Parents A) It is midsummer. With memories of high school graduations still strong but sadly beginning to go away, millions of families are busily preparing for an important event in their lives -- sending a child off to start college. There is plenty of advice for the students themselves; I will provide little more here. My audience is those proud and even wisely worried parents, those who will pay the tuition, pack the cars, provide the monthly expenses, feel the changes in their daily lives, bear the loss, face their own growing older, and experience the loneliness. We need to sit down, before all the problems begin, and have a quiet talk. I hope it is helpful. B) In my 43 years at Emory University, it has not only been my pleasure to watch the arrival of new freshmen, but my honor to have been given the opportunity every year to talk with parents bringing their children to Emory. C) There are many things I tell the parents in the hour when they sit with me. Here are some of the things that I want them to know. D) 1. This is one of the most emotional times in the lives of parents, especially if they are bringing their oldest or youngest child to school. Bringing their first child means the end of one phase of their family's life and the beginning of another; they are experiencing the change of their family whose children have grown. For parents with more than one child, this "launching" of the first child tells them that the empty nest is slowly beginning to take shape somewhere up ahead. For the parents of a single child or for those bringing their youngest, the empty nest awaits them upon their return home. I tell the first-time college parents that it will take them several months to get used to the new pattern of their family at home. I tell the empty-nesters that this process will take several years. It will. But it is not all, or even mostly, bad. This is an exciting time, indeed. E) 2. I tell the parents that just because their children are at college, it does not mean that they are "college students." The best description I have found is to say they are "high school students at college." This is because it takes time to learn how to be a college student -- how to study, how to eat, how to do laundry, how to play, how to handle money, etc. I guess that this process requires about one semester, by which time the students will have studied for and taken major exams, written papers, given in-class reports, done wrong things, done well, drunk gallons of coffee, eaten uncountable pizzas and attended a variety of college events. I urge the parents to await the appearance of their college student with patience. F) 3. Waiting patiently for the "college student" to appear means not doing what seems to come naturally to modern parents. They want their children to succeed in their lives and they want to help as much as they can. Here's what I tell them: During the course of normal events at college, your children will face problems that need solving. Roommate problems, social problems, registration problems, problems with specific subjects or professors. There are two ways for these problems to get solved. Way number one: parents call the school and talk to the Office of the Dean, or the Director of Residence Life, or even the president. What happens? The problem gets solved. Oh, but there's one other thing that happens -- their children are weakened. Not only are the children not given the chance to learn how to solve the problem and to grow in self-confidence from doing so, they are also "told" by their parents' help that Mom and Dad do not believe that they can take care of themselves, increasing the probability that they will remain dependent on their parents to solve their problems, which results in parents continuing to jump in, which tells the students they can't take care of themselves. True, the problems get solved, but if parents solve them, the kids are weakened or prevented from growing. If the kids do it, the problem is still solved but they are stronger and moving toward a readiness to live their lives independently. G) One thing I add to persuade parents to let kids deal with things on their own is this: Someday, Mom and Dad, these children will be adults and their parents (you) will be elderly and in need of being cared for. What sort of people do you want taking care of you? Unsure people afraid to make good decisions and reach solutions with confidence or ones whose parents wisely sat back and allowed them to grow in strength and wisdom? H) 4. One last thing. I said earlier that the day that parents leave their children at college -- or send them off if they are traveling there alone -- is among the most emotional days of parents' and children's lives. It is a moment that comes along once in a lifetime. It is rare and has power. It gives us as parents an opportunity to say things to our children that will stick with them not only because of what is said, but because of when it is said. I) Here is what I tell the parents: think of what you want to tell your children when you finally say goodbye to them and they go off to their dorm and the beginning of their new chapter in life and you set out for the emptier house that you will now live in. What thoughts, feelings and advice do you want to stick? "Always make your bed!"? "Don't wear your hair that way!"? Surely not. This is a moment to tell them the big things. Things you feel about them as children, as people. Wise things. Things that have guided you in your life. 14. Every year I'm honored to speak to parents of freshmen who come to Emory University.

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95. 4. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Starting College: A Guide for Parents A) It is midsummer. With memories of high school graduations still strong but sadly beginning to go away, millions of families are busily preparing for an important event in their lives -- sending a child off to start college. There is plenty of advice for the students themselves; I will provide little more here. My audience is those proud and even wisely worried parents, those who will pay the tuition, pack the cars, provide the monthly expenses, feel the changes in their daily lives, bear the loss, face their own growing older, and experience the loneliness. We need to sit down, before all the problems begin, and have a quiet talk. I hope it is helpful. B) In my 43 years at Emory University, it has not only been my pleasure to watch the arrival of new freshmen, but my honor to have been given the opportunity every year to talk with parents bringing their children to Emory. C) There are many things I tell the parents in the hour when they sit with me. Here are some of the things that I want them to know. D) 1. This is one of the most emotional times in the lives of parents, especially if they are bringing their oldest or youngest child to school. Bringing their first child means the end of one phase of their family's life and the beginning of another; they are experiencing the change of their family whose children have grown. For parents with more than one child, this "launching" of the first child tells them that the empty nest is slowly beginning to take shape somewhere up ahead. For the parents of a single child or for those bringing their youngest, the empty nest awaits them upon their return home. I tell the first-time college parents that it will take them several months to get used to the new pattern of their family at home. I tell the empty-nesters that this process will take several years. It will. But it is not all, or even mostly, bad. This is an exciting time, indeed. E) 2. I tell the parents that just because their children are at college, it does not mean that they are "college students." The best description I have found is to say they are "high school students at college." This is because it takes time to learn how to be a college student -- how to study, how to eat, how to do laundry, how to play, how to handle money, etc. I guess that this process requires about one semester, by which time the students will have studied for and taken major exams, written papers, given in-class reports, done wrong things, done well, drunk gallons of coffee, eaten uncountable pizzas and attended a variety of college events. I urge the parents to await the appearance of their college student with patience. F) 3. Waiting patiently for the "college student" to appear means not doing what seems to come naturally to modern parents. They want their children to succeed in their lives and they want to help as much as they can. Here's what I tell them: During the course of normal events at college, your children will face problems that need solving. Roommate problems, social problems, registration problems, problems with specific subjects or professors. There are two ways for these problems to get solved. Way number one: parents call the school and talk to the Office of the Dean, or the Director of Residence Life, or even the president. What happens? The problem gets solved. Oh, but there's one other thing that happens -- their children are weakened. Not only are the children not given the chance to learn how to solve the problem and to grow in self-confidence from doing so, they are also "told" by their parents' help that Mom and Dad do not believe that they can take care of themselves, increasing the probability that they will remain dependent on their parents to solve their problems, which results in parents continuing to jump in, which tells the students they can't take care of themselves. True, the problems get solved, but if parents solve them, the kids are weakened or prevented from growing. If the kids do it, the problem is still solved but they are stronger and moving toward a readiness to live their lives independently. G) One thing I add to persuade parents to let kids deal with things on their own is this: Someday, Mom and Dad, these children will be adults and their parents (you) will be elderly and in need of being cared for. What sort of people do you want taking care of you? Unsure people afraid to make good decisions and reach solutions with confidence or ones whose parents wisely sat back and allowed them to grow in strength and wisdom? H) 4. One last thing. I said earlier that the day that parents leave their children at college -- or send them off if they are traveling there alone -- is among the most emotional days of parents' and children's lives. It is a moment that comes along once in a lifetime. It is rare and has power. It gives us as parents an opportunity to say things to our children that will stick with them not only because of what is said, but because of when it is said. I) Here is what I tell the parents: think of what you want to tell your children when you finally say goodbye to them and they go off to their dorm and the beginning of their new chapter in life and you set out for the emptier house that you will now live in. What thoughts, feelings and advice do you want to stick? "Always make your bed!"? "Don't wear your hair that way!"? Surely not. This is a moment to tell them the big things. Things you feel about them as children, as people. Wise things. Things that have guided you in your life. 15. Parents should know that while in college, their children still need one semester to learn to grow up to be college students.

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96. 5. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Starting College: A Guide for Parents A) It is midsummer. With memories of high school graduations still strong but sadly beginning to go away, millions of families are busily preparing for an important event in their lives -- sending a child off to start college. There is plenty of advice for the students themselves; I will provide little more here. My audience is those proud and even wisely worried parents, those who will pay the tuition, pack the cars, provide the monthly expenses, feel the changes in their daily lives, bear the loss, face their own growing older, and experience the loneliness. We need to sit down, before all the problems begin, and have a quiet talk. I hope it is helpful. B) In my 43 years at Emory University, it has not only been my pleasure to watch the arrival of new freshmen, but my honor to have been given the opportunity every year to talk with parents bringing their children to Emory. C) There are many things I tell the parents in the hour when they sit with me. Here are some of the things that I want them to know. D) 1. This is one of the most emotional times in the lives of parents, especially if they are bringing their oldest or youngest child to school. Bringing their first child means the end of one phase of their family's life and the beginning of another; they are experiencing the change of their family whose children have grown. For parents with more than one child, this "launching" of the first child tells them that the empty nest is slowly beginning to take shape somewhere up ahead. For the parents of a single child or for those bringing their youngest, the empty nest awaits them upon their return home. I tell the first-time college parents that it will take them several months to get used to the new pattern of their family at home. I tell the empty-nesters that this process will take several years. It will. But it is not all, or even mostly, bad. This is an exciting time, indeed. E) 2. I tell the parents that just because their children are at college, it does not mean that they are "college students." The best description I have found is to say they are "high school students at college." This is because it takes time to learn how to be a college student -- how to study, how to eat, how to do laundry, how to play, how to handle money, etc. I guess that this process requires about one semester, by which time the students will have studied for and taken major exams, written papers, given in-class reports, done wrong things, done well, drunk gallons of coffee, eaten uncountable pizzas and attended a variety of college events. I urge the parents to await the appearance of their college student with patience. F) 3. Waiting patiently for the "college student" to appear means not doing what seems to come naturally to modern parents. They want their children to succeed in their lives and they want to help as much as they can. Here's what I tell them: During the course of normal events at college, your children will face problems that need solving. Roommate problems, social problems, registration problems, problems with specific subjects or professors. There are two ways for these problems to get solved. Way number one: parents call the school and talk to the Office of the Dean, or the Director of Residence Life, or even the president. What happens? The problem gets solved. Oh, but there's one other thing that happens -- their children are weakened. Not only are the children not given the chance to learn how to solve the problem and to grow in self-confidence from doing so, they are also "told" by their parents' help that Mom and Dad do not believe that they can take care of themselves, increasing the probability that they will remain dependent on their parents to solve their problems, which results in parents continuing to jump in, which tells the students they can't take care of themselves. True, the problems get solved, but if parents solve them, the kids are weakened or prevented from growing. If the kids do it, the problem is still solved but they are stronger and moving toward a readiness to live their lives independently. G) One thing I add to persuade parents to let kids deal with things on their own is this: Someday, Mom and Dad, these children will be adults and their parents (you) will be elderly and in need of being cared for. What sort of people do you want taking care of you? Unsure people afraid to make good decisions and reach solutions with confidence or ones whose parents wisely sat back and allowed them to grow in strength and wisdom? H) 4. One last thing. I said earlier that the day that parents leave their children at college -- or send them off if they are traveling there alone -- is among the most emotional days of parents' and children's lives. It is a moment that comes along once in a lifetime. It is rare and has power. It gives us as parents an opportunity to say things to our children that will stick with them not only because of what is said, but because of when it is said. I) Here is what I tell the parents: think of what you want to tell your children when you finally say goodbye to them and they go off to their dorm and the beginning of their new chapter in life and you set out for the emptier house that you will now live in. What thoughts, feelings and advice do you want to stick? "Always make your bed!"? "Don't wear your hair that way!"? Surely not. This is a moment to tell them the big things. Things you feel about them as children, as people. Wise things. Things that have guided you in your life. 17. New freshmen have plenty of advice for them already, so I'd like to talk to their parents to help them.

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97. 6. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Starting College: A Guide for Parents A) It is midsummer. With memories of high school graduations still strong but sadly beginning to go away, millions of families are busily preparing for an important event in their lives -- sending a child off to start college. There is plenty of advice for the students themselves; I will provide little more here. My audience is those proud and even wisely worried parents, those who will pay the tuition, pack the cars, provide the monthly expenses, feel the changes in their daily lives, bear the loss, face their own growing older, and experience the loneliness. We need to sit down, before all the problems begin, and have a quiet talk. I hope it is helpful. B) In my 43 years at Emory University, it has not only been my pleasure to watch the arrival of new freshmen, but my honor to have been given the opportunity every year to talk with parents bringing their children to Emory. C) There are many things I tell the parents in the hour when they sit with me. Here are some of the things that I want them to know. D) 1. This is one of the most emotional times in the lives of parents, especially if they are bringing their oldest or youngest child to school. Bringing their first child means the end of one phase of their family's life and the beginning of another; they are experiencing the change of their family whose children have grown. For parents with more than one child, this "launching" of the first child tells them that the empty nest is slowly beginning to take shape somewhere up ahead. For the parents of a single child or for those bringing their youngest, the empty nest awaits them upon their return home. I tell the first-time college parents that it will take them several months to get used to the new pattern of their family at home. I tell the empty-nesters that this process will take several years. It will. But it is not all, or even mostly, bad. This is an exciting time, indeed. E) 2. I tell the parents that just because their children are at college, it does not mean that they are "college students." The best description I have found is to say they are "high school students at college." This is because it takes time to learn how to be a college student -- how to study, how to eat, how to do laundry, how to play, how to handle money, etc. I guess that this process requires about one semester, by which time the students will have studied for and taken major exams, written papers, given in-class reports, done wrong things, done well, drunk gallons of coffee, eaten uncountable pizzas and attended a variety of college events. I urge the parents to await the appearance of their college student with patience. F) 3. Waiting patiently for the "college student" to appear means not doing what seems to come naturally to modern parents. They want their children to succeed in their lives and they want to help as much as they can. Here's what I tell them: During the course of normal events at college, your children will face problems that need solving. Roommate problems, social problems, registration problems, problems with specific subjects or professors. There are two ways for these problems to get solved. Way number one: parents call the school and talk to the Office of the Dean, or the Director of Residence Life, or even the president. What happens? The problem gets solved. Oh, but there's one other thing that happens -- their children are weakened. Not only are the children not given the chance to learn how to solve the problem and to grow in self-confidence from doing so, they are also "told" by their parents' help that Mom and Dad do not believe that they can take care of themselves, increasing the probability that they will remain dependent on their parents to solve their problems, which results in parents continuing to jump in, which tells the students they can't take care of themselves. True, the problems get solved, but if parents solve them, the kids are weakened or prevented from growing. If the kids do it, the problem is still solved but they are stronger and moving toward a readiness to live their lives independently. G) One thing I add to persuade parents to let kids deal with things on their own is this: Someday, Mom and Dad, these children will be adults and their parents (you) will be elderly and in need of being cared for. What sort of people do you want taking care of you? Unsure people afraid to make good decisions and reach solutions with confidence or ones whose parents wisely sat back and allowed them to grow in strength and wisdom? H) 4. One last thing. I said earlier that the day that parents leave their children at college -- or send them off if they are traveling there alone -- is among the most emotional days of parents' and children's lives. It is a moment that comes along once in a lifetime. It is rare and has power. It gives us as parents an opportunity to say things to our children that will stick with them not only because of what is said, but because of when it is said. I) Here is what I tell the parents: think of what you want to tell your children when you finally say goodbye to them and they go off to their dorm and the beginning of their new chapter in life and you set out for the emptier house that you will now live in. What thoughts, feelings and advice do you want to stick? "Always make your bed!"? "Don't wear your hair that way!"? Surely not. This is a moment to tell them the big things. Things you feel about them as children, as people. Wise things. Things that have guided you in your life. 18. The more help parents offer to their children, the weaker the children will become and the more probably the children will depend on them.

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98. 7. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Starting College: A Guide for Parents A) It is midsummer. With memories of high school graduations still strong but sadly beginning to go away, millions of families are busily preparing for an important event in their lives -- sending a child off to start college. There is plenty of advice for the students themselves; I will provide little more here. My audience is those proud and even wisely worried parents, those who will pay the tuition, pack the cars, provide the monthly expenses, feel the changes in their daily lives, bear the loss, face their own growing older, and experience the loneliness. We need to sit down, before all the problems begin, and have a quiet talk. I hope it is helpful. B) In my 43 years at Emory University, it has not only been my pleasure to watch the arrival of new freshmen, but my honor to have been given the opportunity every year to talk with parents bringing their children to Emory. C) There are many things I tell the parents in the hour when they sit with me. Here are some of the things that I want them to know. D) 1. This is one of the most emotional times in the lives of parents, especially if they are bringing their oldest or youngest child to school. Bringing their first child means the end of one phase of their family's life and the beginning of another; they are experiencing the change of their family whose children have grown. For parents with more than one child, this "launching" of the first child tells them that the empty nest is slowly beginning to take shape somewhere up ahead. For the parents of a single child or for those bringing their youngest, the empty nest awaits them upon their return home. I tell the first-time college parents that it will take them several months to get used to the new pattern of their family at home. I tell the empty-nesters that this process will take several years. It will. But it is not all, or even mostly, bad. This is an exciting time, indeed. E) 2. I tell the parents that just because their children are at college, it does not mean that they are "college students." The best description I have found is to say they are "high school students at college." This is because it takes time to learn how to be a college student -- how to study, how to eat, how to do laundry, how to play, how to handle money, etc. I guess that this process requires about one semester, by which time the students will have studied for and taken major exams, written papers, given in-class reports, done wrong things, done well, drunk gallons of coffee, eaten uncountable pizzas and attended a variety of college events. I urge the parents to await the appearance of their college student with patience. F) 3. Waiting patiently for the "college student" to appear means not doing what seems to come naturally to modern parents. They want their children to succeed in their lives and they want to help as much as they can. Here's what I tell them: During the course of normal events at college, your children will face problems that need solving. Roommate problems, social problems, registration problems, problems with specific subjects or professors. There are two ways for these problems to get solved. Way number one: parents call the school and talk to the Office of the Dean, or the Director of Residence Life, or even the president. What happens? The problem gets solved. Oh, but there's one other thing that happens -- their children are weakened. Not only are the children not given the chance to learn how to solve the problem and to grow in self-confidence from doing so, they are also "told" by their parents' help that Mom and Dad do not believe that they can take care of themselves, increasing the probability that they will remain dependent on their parents to solve their problems, which results in parents continuing to jump in, which tells the students they can't take care of themselves. True, the problems get solved, but if parents solve them, the kids are weakened or prevented from growing. If the kids do it, the problem is still solved but they are stronger and moving toward a readiness to live their lives independently. G) One thing I add to persuade parents to let kids deal with things on their own is this: Someday, Mom and Dad, these children will be adults and their parents (you) will be elderly and in need of being cared for. What sort of people do you want taking care of you? Unsure people afraid to make good decisions and reach solutions with confidence or ones whose parents wisely sat back and allowed them to grow in strength and wisdom? H) 4. One last thing. I said earlier that the day that parents leave their children at college -- or send them off if they are traveling there alone -- is among the most emotional days of parents' and children's lives. It is a moment that comes along once in a lifetime. It is rare and has power. It gives us as parents an opportunity to say things to our children that will stick with them not only because of what is said, but because of when it is said. I) Here is what I tell the parents: think of what you want to tell your children when you finally say goodbye to them and they go off to their dorm and the beginning of their new chapter in life and you set out for the emptier house that you will now live in. What thoughts, feelings and advice do you want to stick? "Always make your bed!"? "Don't wear your hair that way!"? Surely not. This is a moment to tell them the big things. Things you feel about them as children, as people. Wise things. Things that have guided you in your life. 20. I want parents to know that although it may be hard to get over the emptiness after their children have left for college, they should feel excited about their new life.

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99. 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 When we think of leaders, we may think of people such as Abraham Lincoln, Susan Anthony, or Martin Luther King, Jr. If you consider the historical importance and far-reaching influence of these individuals, leadership might seem like a noble and admirable goal. But like all of us, these people started out as students, workers, and citizens who possessed ideas about how some aspect of daily life could be improved on a larger scale (规模). Through diligence and experience, they improved upon their ideas by sharing them with others, seeking their opinions, and constantly looking for the best way to accomplish goals for a group. Thus we all have the potential to be leaders at school, in our communities, and at work, no matter what age or experience level. Leaders are crucial at every level of an organization; cultivating leadership skills early is a great way to pave the way for success. Many people have no desire to be leaders; after all, leadership comes with many responsibilities and risks that other members of a team do not have to worry about. Thus some people are more comfortable in the role of contributor. However, in much of today's world, teamwork is essential for completing projects and assignments, and teams without leaders usually are ineffective in achieving their goals. They struggle and may fail without a leader's help to focus on the goal and to make choices that will move the team toward that goal. In school and extracurricular (课外的) activities, you may be able to avoid the responsibilities of leadership: Someone else usually will step forward to take on a leadership role. But in the workplace, the choice will not always be yours. When you are assigned a project, you will most likely need to rely on the help and support of others. These people, in effect, become your team. To get the most out of their efforts, you will need to exercise good leadership. Leaders inspire others to act by setting good examples. Their determination and perseverance encourage others. Leaders try to be the best they can be -- not to compete with others. In fact, a leader's job is to help others make their best contribution toward a shared goal. Leaders motivate others by trusting each other. The leader must trust in his or her teammates' abilities and willingness to pursue a goal. At the same time, the team must trust in their leader's ability and willingness to provide needed support. This mutual (相互的) trust is extremely necessary in building a team that will be successful in reaching its goal. 21.The examples of Abraham Lincoln, Susan Anthony and Martin Luther King, Jr. show that ______.

A. great leaders have special qualities others do not have

B. noble leadership has a powerful influence on the nation

C. we all can develop leadership skills like these people

D. the difference between good and bad leaders is their goals

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100. 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 When we think of leaders, we may think of people such as Abraham Lincoln, Susan Anthony, or Martin Luther King, Jr. If you consider the historical importance and far-reaching influence of these individuals, leadership might seem like a noble and admirable goal. But like all of us, these people started out as students, workers, and citizens who possessed ideas about how some aspect of daily life could be improved on a larger scale (规模). Through diligence and experience, they improved upon their ideas by sharing them with others, seeking their opinions, and constantly looking for the best way to accomplish goals for a group. Thus we all have the potential to be leaders at school, in our communities, and at work, no matter what age or experience level. Leaders are crucial at every level of an organization; cultivating leadership skills early is a great way to pave the way for success. Many people have no desire to be leaders; after all, leadership comes with many responsibilities and risks that other members of a team do not have to worry about. Thus some people are more comfortable in the role of contributor. However, in much of today's world, teamwork is essential for completing projects and assignments, and teams without leaders usually are ineffective in achieving their goals. They struggle and may fail without a leader's help to focus on the goal and to make choices that will move the team toward that goal. In school and extracurricular (课外的) activities, you may be able to avoid the responsibilities of leadership: Someone else usually will step forward to take on a leadership role. But in the workplace, the choice will not always be yours. When you are assigned a project, you will most likely need to rely on the help and support of others. These people, in effect, become your team. To get the most out of their efforts, you will need to exercise good leadership. Leaders inspire others to act by setting good examples. Their determination and perseverance encourage others. Leaders try to be the best they can be -- not to compete with others. In fact, a leader's job is to help others make their best contribution toward a shared goal. Leaders motivate others by trusting each other. The leader must trust in his or her teammates' abilities and willingness to pursue a goal. At the same time, the team must trust in their leader's ability and willingness to provide needed support. This mutual (相互的) trust is extremely necessary in building a team that will be successful in reaching its goal. 22.What do we learn about the way great leaders work to achieve their goals?

A. They share, listen and improve their ideas for a better society.

B. They use their personal influence to win public support.

C. They make decisions constantly with their own experience.

D. They work hard with people with different experiences.

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101. 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 When we think of leaders, we may think of people such as Abraham Lincoln, Susan Anthony, or Martin Luther King, Jr. If you consider the historical importance and far-reaching influence of these individuals, leadership might seem like a noble and admirable goal. But like all of us, these people started out as students, workers, and citizens who possessed ideas about how some aspect of daily life could be improved on a larger scale (规模). Through diligence and experience, they improved upon their ideas by sharing them with others, seeking their opinions, and constantly looking for the best way to accomplish goals for a group. Thus we all have the potential to be leaders at school, in our communities, and at work, no matter what age or experience level. Leaders are crucial at every level of an organization; cultivating leadership skills early is a great way to pave the way for success. Many people have no desire to be leaders; after all, leadership comes with many responsibilities and risks that other members of a team do not have to worry about. Thus some people are more comfortable in the role of contributor. However, in much of today's world, teamwork is essential for completing projects and assignments, and teams without leaders usually are ineffective in achieving their goals. They struggle and may fail without a leader's help to focus on the goal and to make choices that will move the team toward that goal. In school and extracurricular (课外的) activities, you may be able to avoid the responsibilities of leadership: Someone else usually will step forward to take on a leadership role. But in the workplace, the choice will not always be yours. When you are assigned a project, you will most likely need to rely on the help and support of others. These people, in effect, become your team. To get the most out of their efforts, you will need to exercise good leadership. Leaders inspire others to act by setting good examples. Their determination and perseverance encourage others. Leaders try to be the best they can be -- not to compete with others. In fact, a leader's job is to help others make their best contribution toward a shared goal. Leaders motivate others by trusting each other. The leader must trust in his or her teammates' abilities and willingness to pursue a goal. At the same time, the team must trust in their leader's ability and willingness to provide needed support. This mutual (相互的) trust is extremely necessary in building a team that will be successful in reaching its goal. 23.What does the author say about leadership in today's world?

A. It takes energy and social skills to succeed.

B. It requires new ideas and new thinking.

C. It focuses on skills for completing big projects.

D. It makes a difference in achieving group goals.

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102. 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 When we think of leaders, we may think of people such as Abraham Lincoln, Susan Anthony, or Martin Luther King, Jr. If you consider the historical importance and far-reaching influence of these individuals, leadership might seem like a noble and admirable goal. But like all of us, these people started out as students, workers, and citizens who possessed ideas about how some aspect of daily life could be improved on a larger scale (规模). Through diligence and experience, they improved upon their ideas by sharing them with others, seeking their opinions, and constantly looking for the best way to accomplish goals for a group. Thus we all have the potential to be leaders at school, in our communities, and at work, no matter what age or experience level. Leaders are crucial at every level of an organization; cultivating leadership skills early is a great way to pave the way for success. Many people have no desire to be leaders; after all, leadership comes with many responsibilities and risks that other members of a team do not have to worry about. Thus some people are more comfortable in the role of contributor. However, in much of today's world, teamwork is essential for completing projects and assignments, and teams without leaders usually are ineffective in achieving their goals. They struggle and may fail without a leader's help to focus on the goal and to make choices that will move the team toward that goal. In school and extracurricular (课外的) activities, you may be able to avoid the responsibilities of leadership: Someone else usually will step forward to take on a leadership role. But in the workplace, the choice will not always be yours. When you are assigned a project, you will most likely need to rely on the help and support of others. These people, in effect, become your team. To get the most out of their efforts, you will need to exercise good leadership. Leaders inspire others to act by setting good examples. Their determination and perseverance encourage others. Leaders try to be the best they can be -- not to compete with others. In fact, a leader's job is to help others make their best contribution toward a shared goal. Leaders motivate others by trusting each other. The leader must trust in his or her teammates' abilities and willingness to pursue a goal. At the same time, the team must trust in their leader's ability and willingness to provide needed support. This mutual (相互的) trust is extremely necessary in building a team that will be successful in reaching its goal. 24.It is necessary to exercise good leadership in the workplace because ______.

A. many people may compete for the leadership role

B. some people may try to avoid their responsibilities

C. people need to work as a team for help and support

D. the best effort by a team member can be observed

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103. 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 When we think of leaders, we may think of people such as Abraham Lincoln, Susan Anthony, or Martin Luther King, Jr. If you consider the historical importance and far-reaching influence of these individuals, leadership might seem like a noble and admirable goal. But like all of us, these people started out as students, workers, and citizens who possessed ideas about how some aspect of daily life could be improved on a larger scale (规模). Through diligence and experience, they improved upon their ideas by sharing them with others, seeking their opinions, and constantly looking for the best way to accomplish goals for a group. Thus we all have the potential to be leaders at school, in our communities, and at work, no matter what age or experience level. Leaders are crucial at every level of an organization; cultivating leadership skills early is a great way to pave the way for success. Many people have no desire to be leaders; after all, leadership comes with many responsibilities and risks that other members of a team do not have to worry about. Thus some people are more comfortable in the role of contributor. However, in much of today's world, teamwork is essential for completing projects and assignments, and teams without leaders usually are ineffective in achieving their goals. They struggle and may fail without a leader's help to focus on the goal and to make choices that will move the team toward that goal. In school and extracurricular (课外的) activities, you may be able to avoid the responsibilities of leadership: Someone else usually will step forward to take on a leadership role. But in the workplace, the choice will not always be yours. When you are assigned a project, you will most likely need to rely on the help and support of others. These people, in effect, become your team. To get the most out of their efforts, you will need to exercise good leadership. Leaders inspire others to act by setting good examples. Their determination and perseverance encourage others. Leaders try to be the best they can be -- not to compete with others. In fact, a leader's job is to help others make their best contribution toward a shared goal. Leaders motivate others by trusting each other. The leader must trust in his or her teammates' abilities and willingness to pursue a goal. At the same time, the team must trust in their leader's ability and willingness to provide needed support. This mutual (相互的) trust is extremely necessary in building a team that will be successful in reaching its goal. 25.What is the author's view of a good leader?

A. He should be able to motivate others for a common goal.

B. He should trust members in choosing their own groups.

C. He should help everyone to pursue their personal goals.

D. He should inspire people to compete to be the best.

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104. 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 Mr Mandela shocked his colleagues when, at 33, he announced that he looked forward to becoming South Africa's first black president. Yet he did not expect rewards; even when he was a world-famous figure he was modest, and seldom took his power for granted. Repeatedly in jail he would refuse privileges if they were offered to him but not to other prisoners. He complained, for instance, about having to wear shorts, one of the ways in which the government embarrassed black prisoners, but rejected the long trousers he was then given -- until two years later when the government agreed to let his colleagues wear them too. He was proud, it is true, to be related by birth to one of the Thembu kings. Yet he hated to behave like some African "big men", always being embarrassed while in jail on Robben Island that he received more visits than other prisoners, one of whom saw only three visitors in 15 years. As a free man in the 1990s, he chose to live in suburban comfort, and in the holidays returned to Qunu, where he had spent the happiest days of his childhood, to build a house based on the design of his quarters in the Victor Verster prison that had held him during his final years as a prisoner. He encouraged no mistaken view of him as a god-like figure. Magnificent museums and statues were alien (陌生的) to him. But flash suits, white silk scarves and a physical-fitness program at least partly designed to maintain a boxer's muscular body shape were not. He would make good use of his appearance. In his youth, his looks and smart suits had done him no harm among women admirers. He was then considered more at ease with women than with men. Later, when he wore a traditional Xhosa leopard-skin cloak, to appear in court, he knew he would deliver a message that "I was a black African walking into a white man's court." The leopard is traditionally considered a Thembu royal symbol, and the cloak is traditionally worn by a Xhosa chief. This proved to be a very powerful surprise. It suited the African National Congress, of which Mr Mandela was a leader, to make a messiah (救星) out of him, first to inspire the masses at home, then to keep spirits up during the long years of political hopelessness. It could have ended badly. The great figure whose defiance (蔑视) so captured the public imagination -- Prisoner 466/64 on Robben Island -- could have turned out to be a broken man or a paper hero. Instead, he proved to be a remarkably effective politician. 26.Mandela rejected the long trousers he was given in prison because ______.

A. he would like to give them to other prisoners

B. he viewed this offer as special treatment for him

C. he considered this a plan to embarrass him

D. he hated the government that jailed black leaders

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105. 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 Mr Mandela shocked his colleagues when, at 33, he announced that he looked forward to becoming South Africa's first black president. Yet he did not expect rewards; even when he was a world-famous figure he was modest, and seldom took his power for granted. Repeatedly in jail he would refuse privileges if they were offered to him but not to other prisoners. He complained, for instance, about having to wear shorts, one of the ways in which the government embarrassed black prisoners, but rejected the long trousers he was then given -- until two years later when the government agreed to let his colleagues wear them too. He was proud, it is true, to be related by birth to one of the Thembu kings. Yet he hated to behave like some African "big men", always being embarrassed while in jail on Robben Island that he received more visits than other prisoners, one of whom saw only three visitors in 15 years. As a free man in the 1990s, he chose to live in suburban comfort, and in the holidays returned to Qunu, where he had spent the happiest days of his childhood, to build a house based on the design of his quarters in the Victor Verster prison that had held him during his final years as a prisoner. He encouraged no mistaken view of him as a god-like figure. Magnificent museums and statues were alien (陌生的) to him. But flash suits, white silk scarves and a physical-fitness program at least partly designed to maintain a boxer's muscular body shape were not. He would make good use of his appearance. In his youth, his looks and smart suits had done him no harm among women admirers. He was then considered more at ease with women than with men. Later, when he wore a traditional Xhosa leopard-skin cloak, to appear in court, he knew he would deliver a message that "I was a black African walking into a white man's court." The leopard is traditionally considered a Thembu royal symbol, and the cloak is traditionally worn by a Xhosa chief. This proved to be a very powerful surprise. It suited the African National Congress, of which Mr Mandela was a leader, to make a messiah (救星) out of him, first to inspire the masses at home, then to keep spirits up during the long years of political hopelessness. It could have ended badly. The great figure whose defiance (蔑视) so captured the public imagination -- Prisoner 466/64 on Robben Island -- could have turned out to be a broken man or a paper hero. Instead, he proved to be a remarkably effective politician. 27.How did Mandela feel about having more visits than other prisoners?

A. Proud.

B. Excited.

C. Hopeful.

D. Uncomfortable.

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106. 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 Mr Mandela shocked his colleagues when, at 33, he announced that he looked forward to becoming South Africa's first black president. Yet he did not expect rewards; even when he was a world-famous figure he was modest, and seldom took his power for granted. Repeatedly in jail he would refuse privileges if they were offered to him but not to other prisoners. He complained, for instance, about having to wear shorts, one of the ways in which the government embarrassed black prisoners, but rejected the long trousers he was then given -- until two years later when the government agreed to let his colleagues wear them too. He was proud, it is true, to be related by birth to one of the Thembu kings. Yet he hated to behave like some African "big men", always being embarrassed while in jail on Robben Island that he received more visits than other prisoners, one of whom saw only three visitors in 15 years. As a free man in the 1990s, he chose to live in suburban comfort, and in the holidays returned to Qunu, where he had spent the happiest days of his childhood, to build a house based on the design of his quarters in the Victor Verster prison that had held him during his final years as a prisoner. He encouraged no mistaken view of him as a god-like figure. Magnificent museums and statues were alien (陌生的) to him. But flash suits, white silk scarves and a physical-fitness program at least partly designed to maintain a boxer's muscular body shape were not. He would make good use of his appearance. In his youth, his looks and smart suits had done him no harm among women admirers. He was then considered more at ease with women than with men. Later, when he wore a traditional Xhosa leopard-skin cloak, to appear in court, he knew he would deliver a message that "I was a black African walking into a white man's court." The leopard is traditionally considered a Thembu royal symbol, and the cloak is traditionally worn by a Xhosa chief. This proved to be a very powerful surprise. It suited the African National Congress, of which Mr Mandela was a leader, to make a messiah (救星) out of him, first to inspire the masses at home, then to keep spirits up during the long years of political hopelessness. It could have ended badly. The great figure whose defiance (蔑视) so captured the public imagination -- Prisoner 466/64 on Robben Island -- could have turned out to be a broken man or a paper hero. Instead, he proved to be a remarkably effective politician. 29.Mandela arrived at court, dressed in a traditional leopard-skin cloak, because ______.

A. he was born into a family of one of the Thembu kings

B. he wanted to challenge the court as a black African

C. he hoped to be treated as a powerful black African leader

D. he felt he needed to show his independent character

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107. 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 Mr Mandela shocked his colleagues when, at 33, he announced that he looked forward to becoming South Africa's first black president. Yet he did not expect rewards; even when he was a world-famous figure he was modest, and seldom took his power for granted. Repeatedly in jail he would refuse privileges if they were offered to him but not to other prisoners. He complained, for instance, about having to wear shorts, one of the ways in which the government embarrassed black prisoners, but rejected the long trousers he was then given -- until two years later when the government agreed to let his colleagues wear them too. He was proud, it is true, to be related by birth to one of the Thembu kings. Yet he hated to behave like some African "big men", always being embarrassed while in jail on Robben Island that he received more visits than other prisoners, one of whom saw only three visitors in 15 years. As a free man in the 1990s, he chose to live in suburban comfort, and in the holidays returned to Qunu, where he had spent the happiest days of his childhood, to build a house based on the design of his quarters in the Victor Verster prison that had held him during his final years as a prisoner. He encouraged no mistaken view of him as a god-like figure. Magnificent museums and statues were alien (陌生的) to him. But flash suits, white silk scarves and a physical-fitness program at least partly designed to maintain a boxer's muscular body shape were not. He would make good use of his appearance. In his youth, his looks and smart suits had done him no harm among women admirers. He was then considered more at ease with women than with men. Later, when he wore a traditional Xhosa leopard-skin cloak, to appear in court, he knew he would deliver a message that "I was a black African walking into a white man's court." The leopard is traditionally considered a Thembu royal symbol, and the cloak is traditionally worn by a Xhosa chief. This proved to be a very powerful surprise. It suited the African National Congress, of which Mr Mandela was a leader, to make a messiah (救星) out of him, first to inspire the masses at home, then to keep spirits up during the long years of political hopelessness. It could have ended badly. The great figure whose defiance (蔑视) so captured the public imagination -- Prisoner 466/64 on Robben Island -- could have turned out to be a broken man or a paper hero. Instead, he proved to be a remarkably effective politician. 30.Mandela was chosen as the leader by the African National Congress when ______.

A. the organization was better organized for a politician

B. he was a broken man after spending years in prison

C. South Africa's political problem attracted wide attention

D. the supporters were in low spirits and felt hopeless

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108. 1. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Elusive (难以捉摸的) Statesmanship A)For decades, Americans have sought take-charge, extremely confident and charismatic leaders. The country needs leaders who practice what we have historically called "statesmanship." Yet Americans seem to think such people cannot be found in real life. They look at leaders today and find them disappointing. They want leaders who put the country above personal interests. B)Statesmanship, however, is very visible at turning points in American history, and it helps shape, though it clearly cannot control, who we are and what we become. Leaders who practice statesmanship have made, do make, and can still make a difference. In their time, Washington, Adams, Jefferson, and others faced problems equally challenging, in an environment equally divisive and uncertain. Yet they practiced statesmanship and were recognized for doing so by many while they lived. They led the nation to win independence from the greatest military power on earth. Then they built a republican government that has lasted over 200 years. In the twentieth century, when we wondered if we could recover from a second world war, statesmanship came forward in the form of a man called George Marshall. He helped create an economic structure in Europe that brought material wealth and security to hundreds of millions. But it is not certain that we'll have such leaders. We must seek out and cultivate statesmanship. The problem is that we don't know how. C)Then what is exactly this thing called statesmanship? Books defining (定义) leadership seem endless, with lists upon lists of necessary skills. Statesmanship seems harder to define. It has leadership skills, but the recipe (秘诀) seems somehow beyond our grasp. D)In the following chapters of Statesmanship, Character, and Leadership in America, the aim is to suggest that recipe. If it is true that statesmanship requires the application of certain skills, the goal is to explain what they are. E)Yet statesmanship requires more than skills. Leaders in government may be considered great in, for example, managing conflict (冲突) and getting others to perform duties for them, but their organizations may still fail to meet citizens' expectations, or they may produce short-term gains at the cost of the long-term health of the entire nation. Leaders in corporate America no doubt might have scored high in the past decade on skills such as decisiveness, spoken communication, and creativity. But many of their firms failed nonetheless, often due to ethical (伦理的) problems. We should hardly describe their behavior as a display of statesmanship. F)What's missing from leadership skill lists is attention to character. Statesmanship is defined as much by who leaders are as the skills they possess. Leaders who build good societies are not just clever skillful people. Their skills rest on a foundation of moral values and a deep understanding of history. Such leaders face the twenty-first century with a moral compass (罗盘) and at least one foot firmly planted in centuries past. G)To raise the standard still higher, even this is not enough. Acts of statesmanship also bring out moral character in others. Leaders don't just use skills for a measurable goal in some plan. They have an understanding of what makes up a good society. While they cannot command it, they can expect it. Indeed, it is their ability to call forth higher character in others in pursuit of the good society that turns statesmanship in theory into statesmanship in practice. To borrow the idea of an old army slogan (口号), those who would practice statesmanship must not only "be all they can be" they must invite us to "be all we can be." H)This is not a call for philosopher-kings. The acts of statesmanship in this book were not by people well-respected or faultless in their time. We are not in search of perfect beings, just human ones. Washington lost more battles in war than he won and was attacked by an opposition press during his second term. He could be hard to approach and too concerned with respect from others. Jefferson's terms as governor were troubled enough that the lawmakers asked for an investigation of his activities, and his failure to work for putting an end to slavery leaves no doubt that his character had flaws. Lincoln's acceptance of liberating slaves came later in his political career. Susan B. Anthony was hated by much of America for most of her life. Giving up all for suffrage (选举权), she ignored the requests of black women in the South so as not to cause offence to the whites whose support she wanted more. I)But each of them raised the standard on themselves and their followers. No one acts as a statesman all the time. The pressures of politics, career advancement, and personality make this impossible. What we seek are not statesmen but acts of statesmanship, in times when leaders rise above more selfish interests to attain something positive for our future. J)The argument here is that the skills and character crucial to statesmanship can be both described and developed. Statesmanship then becomes attainable not only in the distant past but in the troubled present and in the unpredictable future. 11.We had great statesmanship in the past, but whether we will have it again is uncertain and how to develop it in people is unknown.

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109. 2. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Elusive (难以捉摸的) Statesmanship A)For decades, Americans have sought take-charge, extremely confident and charismatic leaders. The country needs leaders who practice what we have historically called "statesmanship." Yet Americans seem to think such people cannot be found in real life. They look at leaders today and find them disappointing. They want leaders who put the country above personal interests. B)Statesmanship, however, is very visible at turning points in American history, and it helps shape, though it clearly cannot control, who we are and what we become. Leaders who practice statesmanship have made, do make, and can still make a difference. In their time, Washington, Adams, Jefferson, and others faced problems equally challenging, in an environment equally divisive and uncertain. Yet they practiced statesmanship and were recognized for doing so by many while they lived. They led the nation to win independence from the greatest military power on earth. Then they built a republican government that has lasted over 200 years. In the twentieth century, when we wondered if we could recover from a second world war, statesmanship came forward in the form of a man called George Marshall. He helped create an economic structure in Europe that brought material wealth and security to hundreds of millions. But it is not certain that we'll have such leaders. We must seek out and cultivate statesmanship. The problem is that we don't know how. C)Then what is exactly this thing called statesmanship? Books defining (定义) leadership seem endless, with lists upon lists of necessary skills. Statesmanship seems harder to define. It has leadership skills, but the recipe (秘诀) seems somehow beyond our grasp. D)In the following chapters of Statesmanship, Character, and Leadership in America, the aim is to suggest that recipe. If it is true that statesmanship requires the application of certain skills, the goal is to explain what they are. E)Yet statesmanship requires more than skills. Leaders in government may be considered great in, for example, managing conflict (冲突) and getting others to perform duties for them, but their organizations may still fail to meet citizens' expectations, or they may produce short-term gains at the cost of the long-term health of the entire nation. Leaders in corporate America no doubt might have scored high in the past decade on skills such as decisiveness, spoken communication, and creativity. But many of their firms failed nonetheless, often due to ethical (伦理的) problems. We should hardly describe their behavior as a display of statesmanship. F)What's missing from leadership skill lists is attention to character. Statesmanship is defined as much by who leaders are as the skills they possess. Leaders who build good societies are not just clever skillful people. Their skills rest on a foundation of moral values and a deep understanding of history. Such leaders face the twenty-first century with a moral compass (罗盘) and at least one foot firmly planted in centuries past. G)To raise the standard still higher, even this is not enough. Acts of statesmanship also bring out moral character in others. Leaders don't just use skills for a measurable goal in some plan. They have an understanding of what makes up a good society. While they cannot command it, they can expect it. Indeed, it is their ability to call forth higher character in others in pursuit of the good society that turns statesmanship in theory into statesmanship in practice. To borrow the idea of an old army slogan (口号), those who would practice statesmanship must not only "be all they can be" they must invite us to "be all we can be." H)This is not a call for philosopher-kings. The acts of statesmanship in this book were not by people well-respected or faultless in their time. We are not in search of perfect beings, just human ones. Washington lost more battles in war than he won and was attacked by an opposition press during his second term. He could be hard to approach and too concerned with respect from others. Jefferson's terms as governor were troubled enough that the lawmakers asked for an investigation of his activities, and his failure to work for putting an end to slavery leaves no doubt that his character had flaws. Lincoln's acceptance of liberating slaves came later in his political career. Susan B. Anthony was hated by much of America for most of her life. Giving up all for suffrage (选举权), she ignored the requests of black women in the South so as not to cause offence to the whites whose support she wanted more. I)But each of them raised the standard on themselves and their followers. No one acts as a statesman all the time. The pressures of politics, career advancement, and personality make this impossible. What we seek are not statesmen but acts of statesmanship, in times when leaders rise above more selfish interests to attain something positive for our future. J)The argument here is that the skills and character crucial to statesmanship can be both described and developed. Statesmanship then becomes attainable not only in the distant past but in the troubled present and in the unpredictable future. 12.A true statesman is a person who possesses moral values and a deep understanding of history as well leadership skills.

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110. 3. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Elusive (难以捉摸的) Statesmanship A)For decades, Americans have sought take-charge, extremely confident and charismatic leaders. The country needs leaders who practice what we have historically called "statesmanship." Yet Americans seem to think such people cannot be found in real life. They look at leaders today and find them disappointing. They want leaders who put the country above personal interests. B)Statesmanship, however, is very visible at turning points in American history, and it helps shape, though it clearly cannot control, who we are and what we become. Leaders who practice statesmanship have made, do make, and can still make a difference. In their time, Washington, Adams, Jefferson, and others faced problems equally challenging, in an environment equally divisive and uncertain. Yet they practiced statesmanship and were recognized for doing so by many while they lived. They led the nation to win independence from the greatest military power on earth. Then they built a republican government that has lasted over 200 years. In the twentieth century, when we wondered if we could recover from a second world war, statesmanship came forward in the form of a man called George Marshall. He helped create an economic structure in Europe that brought material wealth and security to hundreds of millions. But it is not certain that we'll have such leaders. We must seek out and cultivate statesmanship. The problem is that we don't know how. C)Then what is exactly this thing called statesmanship? Books defining (定义) leadership seem endless, with lists upon lists of necessary skills. Statesmanship seems harder to define. It has leadership skills, but the recipe (秘诀) seems somehow beyond our grasp. D)In the following chapters of Statesmanship, Character, and Leadership in America, the aim is to suggest that recipe. If it is true that statesmanship requires the application of certain skills, the goal is to explain what they are. E)Yet statesmanship requires more than skills. Leaders in government may be considered great in, for example, managing conflict (冲突) and getting others to perform duties for them, but their organizations may still fail to meet citizens' expectations, or they may produce short-term gains at the cost of the long-term health of the entire nation. Leaders in corporate America no doubt might have scored high in the past decade on skills such as decisiveness, spoken communication, and creativity. But many of their firms failed nonetheless, often due to ethical (伦理的) problems. We should hardly describe their behavior as a display of statesmanship. F)What's missing from leadership skill lists is attention to character. Statesmanship is defined as much by who leaders are as the skills they possess. Leaders who build good societies are not just clever skillful people. Their skills rest on a foundation of moral values and a deep understanding of history. Such leaders face the twenty-first century with a moral compass (罗盘) and at least one foot firmly planted in centuries past. G)To raise the standard still higher, even this is not enough. Acts of statesmanship also bring out moral character in others. Leaders don't just use skills for a measurable goal in some plan. They have an understanding of what makes up a good society. While they cannot command it, they can expect it. Indeed, it is their ability to call forth higher character in others in pursuit of the good society that turns statesmanship in theory into statesmanship in practice. To borrow the idea of an old army slogan (口号), those who would practice statesmanship must not only "be all they can be" they must invite us to "be all we can be." H)This is not a call for philosopher-kings. The acts of statesmanship in this book were not by people well-respected or faultless in their time. We are not in search of perfect beings, just human ones. Washington lost more battles in war than he won and was attacked by an opposition press during his second term. He could be hard to approach and too concerned with respect from others. Jefferson's terms as governor were troubled enough that the lawmakers asked for an investigation of his activities, and his failure to work for putting an end to slavery leaves no doubt that his character had flaws. Lincoln's acceptance of liberating slaves came later in his political career. Susan B. Anthony was hated by much of America for most of her life. Giving up all for suffrage (选举权), she ignored the requests of black women in the South so as not to cause offence to the whites whose support she wanted more. I)But each of them raised the standard on themselves and their followers. No one acts as a statesman all the time. The pressures of politics, career advancement, and personality make this impossible. What we seek are not statesmen but acts of statesmanship, in times when leaders rise above more selfish interests to attain something positive for our future. J)The argument here is that the skills and character crucial to statesmanship can be both described and developed. Statesmanship then becomes attainable not only in the distant past but in the troubled present and in the unpredictable future. 13.The purpose of the book you're reading is to help you understand what skills are necessary for statesmanship.

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111. 4. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Elusive (难以捉摸的) Statesmanship A) For decades, Americans have sought take-charge, extremely confident and charismatic leaders. The country needs leaders who practice what we have historically called "statesmanship." Yet Americans seem to think such people cannot be found in real life. They look at leaders today and find them disappointing. They want leaders who put the country above personal interests. B) Statesmanship, however, is very visible at turning points in American history, and it helps shape, though it clearly cannot control, who we are and what we become. Leaders who practice statesmanship have made, do make, and can still make a difference. In their time, Washington, Adams, Jefferson, and others faced problems equally challenging, in an environment equally divisive and uncertain. Yet they practiced statesmanship and were recognized for doing so by many while they lived. They led the nation to win independence from the greatest military power on earth. Then they built a republican government that has lasted over 200 years. In the twentieth century, when we wondered if we could recover from a second world war, statesmanship came forward in the form of a man called George Marshall. He helped create an economic structure in Europe that brought material wealth and security to hundreds of millions. But it is not certain that we'll have such leaders. We must seek out and cultivate statesmanship. The problem is that we don't know how. C) Then what is exactly this thing called statesmanship? Books defining (定义) leadership seem endless, with lists upon lists of necessary skills. Statesmanship seems harder to define. It has leadership skills, but the recipe (秘诀) seems somehow beyond our grasp. D) In the following chapters of Statesmanship, Character, and Leadership in America, the aim is to suggest that recipe. If it is true that statesmanship requires the application of certain skills, the goal is to explain what they are. E) Yet statesmanship requires more than skills. Leaders in government may be considered great in, for example, managing conflict (冲突) and getting others to perform duties for them, but their organizations may still fail to meet citizens' expectations, or they may produce short-term gains at the cost of the long-term health of the entire nation. Leaders in corporate America no doubt might have scored high in the past decade on skills such as decisiveness, spoken communication, and creativity. But many of their firms failed nonetheless, often due to ethical (伦理的) problems. We should hardly describe their behavior as a display of statesmanship. F) What's missing from leadership skill lists is attention to character. Statesmanship is defined as much by who leaders are as the skills they possess. Leaders who build good societies are not just clever skillful people. Their skills rest on a foundation of moral values and a deep understanding of history. Such leaders face the twenty-first century with a moral compass (罗盘) and at least one foot firmly planted in centuries past. G) To raise the standard still higher, even this is not enough. Acts of statesmanship also bring out moral character in others. Leaders don't just use skills for a measurable goal in some plan. They have an understanding of what makes up a good society. While they cannot command it, they can expect it. Indeed, it is their ability to call forth higher character in others in pursuit of the good society that turns statesmanship in theory into statesmanship in practice. To borrow the idea of an old army slogan (口号), those who would practice statesmanship must not only "be all they can be" they must invite us to "be all we can be." H) This is not a call for philosopher-kings. The acts of statesmanship in this book were not by people well-respected or faultless in their time. We are not in search of perfect beings, just human ones. Washington lost more battles in war than he won and was attacked by an opposition press during his second term. He could be hard to approach and too concerned with respect from others. Jefferson's terms as governor were troubled enough that the lawmakers asked for an investigation of his activities, and his failure to work for putting an end to slavery leaves no doubt that his character had flaws. Lincoln's acceptance of liberating slaves came later in his political career. Susan B. Anthony was hated by much of America for most of her life. Giving up all for suffrage (选举权), she ignored the requests of black women in the South so as not to cause offence to the whites whose support she wanted more. I) But each of them raised the standard on themselves and their followers. No one acts as a statesman all the time. The pressures of politics, career advancement, and personality make this impossible. What we seek are not statesmen but acts of statesmanship, in times when leaders rise above more selfish interests to attain something positive for our future. J) The argument here is that the skills and character crucial to statesmanship can be both described and developed. Statesmanship then becomes attainable not only in the distant past but in the troubled present and in the unpredictable future. 14. American history has seen some acts of statesmanship that made a difference to the country and the world.

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112. 5. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Elusive (难以捉摸的) Statesmanship A)For decades, Americans have sought take-charge, extremely confident and charismatic leaders. The country needs leaders who practice what we have historically called "statesmanship." Yet Americans seem to think such people cannot be found in real life. They look at leaders today and find them disappointing. They want leaders who put the country above personal interests. B)Statesmanship, however, is very visible at turning points in American history, and it helps shape, though it clearly cannot control, who we are and what we become. Leaders who practice statesmanship have made, do make, and can still make a difference. In their time, Washington, Adams, Jefferson, and others faced problems equally challenging, in an environment equally divisive and uncertain. Yet they practiced statesmanship and were recognized for doing so by many while they lived. They led the nation to win independence from the greatest military power on earth. Then they built a republican government that has lasted over 200 years. In the twentieth century, when we wondered if we could recover from a second world war, statesmanship came forward in the form of a man called George Marshall. He helped create an economic structure in Europe that brought material wealth and security to hundreds of millions. But it is not certain that we'll have such leaders. We must seek out and cultivate statesmanship. The problem is that we don't know how. C)Then what is exactly this thing called statesmanship? Books defining (定义) leadership seem endless, with lists upon lists of necessary skills. Statesmanship seems harder to define. It has leadership skills, but the recipe (秘诀) seems somehow beyond our grasp. D)In the following chapters of Statesmanship, Character, and Leadership in America, the aim is to suggest that recipe. If it is true that statesmanship requires the application of certain skills, the goal is to explain what they are. E)Yet statesmanship requires more than skills. Leaders in government may be considered great in, for example, managing conflict (冲突) and getting others to perform duties for them, but their organizations may still fail to meet citizens' expectations, or they may produce short-term gains at the cost of the long-term health of the entire nation. Leaders in corporate America no doubt might have scored high in the past decade on skills such as decisiveness, spoken communication, and creativity. But many of their firms failed nonetheless, often due to ethical (伦理的) problems. We should hardly describe their behavior as a display of statesmanship. F)What's missing from leadership skill lists is attention to character. Statesmanship is defined as much by who leaders are as the skills they possess. Leaders who build good societies are not just clever skillful people. Their skills rest on a foundation of moral values and a deep understanding of history. Such leaders face the twenty-first century with a moral compass (罗盘) and at least one foot firmly planted in centuries past. G)To raise the standard still higher, even this is not enough. Acts of statesmanship also bring out moral character in others. Leaders don't just use skills for a measurable goal in some plan. They have an understanding of what makes up a good society. While they cannot command it, they can expect it. Indeed, it is their ability to call forth higher character in others in pursuit of the good society that turns statesmanship in theory into statesmanship in practice. To borrow the idea of an old army slogan (口号), those who would practice statesmanship must not only "be all they can be" they must invite us to "be all we can be." H)This is not a call for philosopher-kings. The acts of statesmanship in this book were not by people well-respected or faultless in their time. We are not in search of perfect beings, just human ones. Washington lost more battles in war than he won and was attacked by an opposition press during his second term. He could be hard to approach and too concerned with respect from others. Jefferson's terms as governor were troubled enough that the lawmakers asked for an investigation of his activities, and his failure to work for putting an end to slavery leaves no doubt that his character had flaws. Lincoln's acceptance of liberating slaves came later in his political career. Susan B. Anthony was hated by much of America for most of her life. Giving up all for suffrage (选举权), she ignored the requests of black women in the South so as not to cause offence to the whites whose support she wanted more. I)But each of them raised the standard on themselves and their followers. No one acts as a statesman all the time. The pressures of politics, career advancement, and personality make this impossible. What we seek are not statesmen but acts of statesmanship, in times when leaders rise above more selfish interests to attain something positive for our future. J)The argument here is that the skills and character crucial to statesmanship can be both described and developed. Statesmanship then becomes attainable not only in the distant past but in the troubled present and in the unpredictable future. 15.In presenting the leaders in this book, we look for and discuss acts of statesmanship instead of statesmen.

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113. 6. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Elusive (难以捉摸的) Statesmanship A) For decades, Americans have sought take-charge, extremely confident and charismatic leaders. The country needs leaders who practice what we have historically called "statesmanship." Yet Americans seem to think such people cannot be found in real life. They look at leaders today and find them disappointing. They want leaders who put the country above personal interests. B) Statesmanship, however, is very visible at turning points in American history, and it helps shape, though it clearly cannot control, who we are and what we become. Leaders who practice statesmanship have made, do make, and can still make a difference. In their time, Washington, Adams, Jefferson, and others faced problems equally challenging, in an environment equally divisive and uncertain. Yet they practiced statesmanship and were recognized for doing so by many while they lived. They led the nation to win independence from the greatest military power on earth. Then they built a republican government that has lasted over 200 years. In the twentieth century, when we wondered if we could recover from a second world war, statesmanship came forward in the form of a man called George Marshall. He helped create an economic structure in Europe that brought material wealth and security to hundreds of millions. But it is not certain that we'll have such leaders. We must seek out and cultivate statesmanship. The problem is that we don't know how. C) Then what is exactly this thing called statesmanship? Books defining (定义) leadership seem endless, with lists upon lists of necessary skills. Statesmanship seems harder to define. It has leadership skills, but the recipe (秘诀) seems somehow beyond our grasp. D) In the following chapters of Statesmanship, Character, and Leadership in America, the aim is to suggest that recipe. If it is true that statesmanship requires the application of certain skills, the goal is to explain what they are. E) Yet statesmanship requires more than skills. Leaders in government may be considered great in, for example, managing conflict (冲突) and getting others to perform duties for them, but their organizations may still fail to meet citizens' expectations, or they may produce short-term gains at the cost of the long-term health of the entire nation. Leaders in corporate America no doubt might have scored high in the past decade on skills such as decisiveness, spoken communication, and creativity. But many of their firms failed nonetheless, often due to ethical (伦理的) problems. We should hardly describe their behavior as a display of statesmanship. F) What's missing from leadership skill lists is attention to character. Statesmanship is defined as much by who leaders are as the skills they possess. Leaders who build good societies are not just clever skillful people. Their skills rest on a foundation of moral values and a deep understanding of history. Such leaders face the twenty-first century with a moral compass (罗盘) and at least one foot firmly planted in centuries past. G) To raise the standard still higher, even this is not enough. Acts of statesmanship also bring out moral character in others. Leaders don't just use skills for a measurable goal in some plan. They have an understanding of what makes up a good society. While they cannot command it, they can expect it. Indeed, it is their ability to call forth higher character in others in pursuit of the good society that turns statesmanship in theory into statesmanship in practice. To borrow the idea of an old army slogan (口号), those who would practice statesmanship must not only "be all they can be" they must invite us to "be all we can be." H) This is not a call for philosopher-kings. The acts of statesmanship in this book were not by people well-respected or faultless in their time. We are not in search of perfect beings, just human ones. Washington lost more battles in war than he won and was attacked by an opposition press during his second term. He could be hard to approach and too concerned with respect from others. Jefferson's terms as governor were troubled enough that the lawmakers asked for an investigation of his activities, and his failure to work for putting an end to slavery leaves no doubt that his character had flaws. Lincoln's acceptance of liberating slaves came later in his political career. Susan B. Anthony was hated by much of America for most of her life. Giving up all for suffrage (选举权), she ignored the requests of black women in the South so as not to cause offence to the whites whose support she wanted more. I) But each of them raised the standard on themselves and their followers. No one acts as a statesman all the time. The pressures of politics, career advancement, and personality make this impossible. What we seek are not statesmen but acts of statesmanship, in times when leaders rise above more selfish interests to attain something positive for our future. J) The argument here is that the skills and character crucial to statesmanship can be both described and developed. Statesmanship then becomes attainable not only in the distant past but in the troubled present and in the unpredictable future. 16. The people included in this book are not perfect; instead, they are humans who struggled and made mistakes while showing statesmanship.

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114. 7. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Elusive (难以捉摸的) Statesmanship A)For decades, Americans have sought take-charge, extremely confident and charismatic leaders. The country needs leaders who practice what we have historically called "statesmanship." Yet Americans seem to think such people cannot be found in real life. They look at leaders today and find them disappointing. They want leaders who put the country above personal interests. B)Statesmanship, however, is very visible at turning points in American history, and it helps shape, though it clearly cannot control, who we are and what we become. Leaders who practice statesmanship have made, do make, and can still make a difference. In their time, Washington, Adams, Jefferson, and others faced problems equally challenging, in an environment equally divisive and uncertain. Yet they practiced statesmanship and were recognized for doing so by many while they lived. They led the nation to win independence from the greatest military power on earth. Then they built a republican government that has lasted over 200 years. In the twentieth century, when we wondered if we could recover from a second world war, statesmanship came forward in the form of a man called George Marshall. He helped create an economic structure in Europe that brought material wealth and security to hundreds of millions. But it is not certain that we'll have such leaders. We must seek out and cultivate statesmanship. The problem is that we don't know how. C)Then what is exactly this thing called statesmanship? Books defining (定义) leadership seem endless, with lists upon lists of necessary skills. Statesmanship seems harder to define. It has leadership skills, but the recipe (秘诀) seems somehow beyond our grasp. D)In the following chapters of Statesmanship, Character, and Leadership in America, the aim is to suggest that recipe. If it is true that statesmanship requires the application of certain skills, the goal is to explain what they are. E)Yet statesmanship requires more than skills. Leaders in government may be considered great in, for example, managing conflict (冲突) and getting others to perform duties for them, but their organizations may still fail to meet citizens' expectations, or they may produce short-term gains at the cost of the long-term health of the entire nation. Leaders in corporate America no doubt might have scored high in the past decade on skills such as decisiveness, spoken communication, and creativity. But many of their firms failed nonetheless, often due to ethical (伦理的) problems. We should hardly describe their behavior as a display of statesmanship. F)What's missing from leadership skill lists is attention to character. Statesmanship is defined as much by who leaders are as the skills they possess. Leaders who build good societies are not just clever skillful people. Their skills rest on a foundation of moral values and a deep understanding of history. Such leaders face the twenty-first century with a moral compass (罗盘) and at least one foot firmly planted in centuries past. G)To raise the standard still higher, even this is not enough. Acts of statesmanship also bring out moral character in others. Leaders don't just use skills for a measurable goal in some plan. They have an understanding of what makes up a good society. While they cannot command it, they can expect it. Indeed, it is their ability to call forth higher character in others in pursuit of the good society that turns statesmanship in theory into statesmanship in practice. To borrow the idea of an old army slogan (口号), those who would practice statesmanship must not only "be all they can be" they must invite us to "be all we can be." H)This is not a call for philosopher-kings. The acts of statesmanship in this book were not by people well-respected or faultless in their time. We are not in search of perfect beings, just human ones. Washington lost more battles in war than he won and was attacked by an opposition press during his second term. He could be hard to approach and too concerned with respect from others. Jefferson's terms as governor were troubled enough that the lawmakers asked for an investigation of his activities, and his failure to work for putting an end to slavery leaves no doubt that his character had flaws. Lincoln's acceptance of liberating slaves came later in his political career. Susan B. Anthony was hated by much of America for most of her life. Giving up all for suffrage (选举权), she ignored the requests of black women in the South so as not to cause offence to the whites whose support she wanted more. I)But each of them raised the standard on themselves and their followers. No one acts as a statesman all the time. The pressures of politics, career advancement, and personality make this impossible. What we seek are not statesmen but acts of statesmanship, in times when leaders rise above more selfish interests to attain something positive for our future. J)The argument here is that the skills and character crucial to statesmanship can be both described and developed. Statesmanship then becomes attainable not only in the distant past but in the troubled present and in the unpredictable future. 17. What statesmanship truly means is difficult to understand, even though there are many books on this topic.

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115. 8. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Elusive (难以捉摸的) Statesmanship A)For decades, Americans have sought take-charge, extremely confident and charismatic leaders. The country needs leaders who practice what we have historically called "statesmanship." Yet Americans seem to think such people cannot be found in real life. They look at leaders today and find them disappointing. They want leaders who put the country above personal interests. B)Statesmanship, however, is very visible at turning points in American history, and it helps shape, though it clearly cannot control, who we are and what we become. Leaders who practice statesmanship have made, do make, and can still make a difference. In their time, Washington, Adams, Jefferson, and others faced problems equally challenging, in an environment equally divisive and uncertain. Yet they practiced statesmanship and were recognized for doing so by many while they lived. They led the nation to win independence from the greatest military power on earth. Then they built a republican government that has lasted over 200 years. In the twentieth century, when we wondered if we could recover from a second world war, statesmanship came forward in the form of a man called George Marshall. He helped create an economic structure in Europe that brought material wealth and security to hundreds of millions. But it is not certain that we'll have such leaders. We must seek out and cultivate statesmanship. The problem is that we don't know how. C)Then what is exactly this thing called statesmanship? Books defining (定义) leadership seem endless, with lists upon lists of necessary skills. Statesmanship seems harder to define. It has leadership skills, but the recipe (秘诀) seems somehow beyond our grasp. D)In the following chapters of Statesmanship, Character, and Leadership in America, the aim is to suggest that recipe. If it is true that statesmanship requires the application of certain skills, the goal is to explain what they are. E)Yet statesmanship requires more than skills. Leaders in government may be considered great in, for example, managing conflict (冲突) and getting others to perform duties for them, but their organizations may still fail to meet citizens' expectations, or they may produce short-term gains at the cost of the long-term health of the entire nation. Leaders in corporate America no doubt might have scored high in the past decade on skills such as decisiveness, spoken communication, and creativity. But many of their firms failed nonetheless, often due to ethical (伦理的) problems. We should hardly describe their behavior as a display of statesmanship. F)What's missing from leadership skill lists is attention to character. Statesmanship is defined as much by who leaders are as the skills they possess. Leaders who build good societies are not just clever skillful people. Their skills rest on a foundation of moral values and a deep understanding of history. Such leaders face the twenty-first century with a moral compass (罗盘) and at least one foot firmly planted in centuries past. G)To raise the standard still higher, even this is not enough. Acts of statesmanship also bring out moral character in others. Leaders don't just use skills for a measurable goal in some plan. They have an understanding of what makes up a good society. While they cannot command it, they can expect it. Indeed, it is their ability to call forth higher character in others in pursuit of the good society that turns statesmanship in theory into statesmanship in practice. To borrow the idea of an old army slogan (口号), those who would practice statesmanship must not only "be all they can be" they must invite us to "be all we can be." H)This is not a call for philosopher-kings. The acts of statesmanship in this book were not by people well-respected or faultless in their time. We are not in search of perfect beings, just human ones. Washington lost more battles in war than he won and was attacked by an opposition press during his second term. He could be hard to approach and too concerned with respect from others. Jefferson's terms as governor were troubled enough that the lawmakers asked for an investigation of his activities, and his failure to work for putting an end to slavery leaves no doubt that his character had flaws. Lincoln's acceptance of liberating slaves came later in his political career. Susan B. Anthony was hated by much of America for most of her life. Giving up all for suffrage (选举权), she ignored the requests of black women in the South so as not to cause offence to the whites whose support she wanted more. I)But each of them raised the standard on themselves and their followers. No one acts as a statesman all the time. The pressures of politics, career advancement, and personality make this impossible. What we seek are not statesmen but acts of statesmanship, in times when leaders rise above more selfish interests to attain something positive for our future. J)The argument here is that the skills and character crucial to statesmanship can be both described and developed. Statesmanship then becomes attainable not only in the distant past but in the troubled present and in the unpredictable future. 18. Americans are disappointed that their leaders are more concerned with their own interest than that of the country.

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116. 9. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Elusive (难以捉摸的) Statesmanship A)For decades, Americans have sought take-charge, extremely confident and charismatic leaders. The country needs leaders who practice what we have historically called "statesmanship." Yet Americans seem to think such people cannot be found in real life. They look at leaders today and find them disappointing. They want leaders who put the country above personal interests. B)Statesmanship, however, is very visible at turning points in American history, and it helps shape, though it clearly cannot control, who we are and what we become. Leaders who practice statesmanship have made, do make, and can still make a difference. In their time, Washington, Adams, Jefferson, and others faced problems equally challenging, in an environment equally divisive and uncertain. Yet they practiced statesmanship and were recognized for doing so by many while they lived. They led the nation to win independence from the greatest military power on earth. Then they built a republican government that has lasted over 200 years. In the twentieth century, when we wondered if we could recover from a second world war, statesmanship came forward in the form of a man called George Marshall. He helped create an economic structure in Europe that brought material wealth and security to hundreds of millions. But it is not certain that we'll have such leaders. We must seek out and cultivate statesmanship. The problem is that we don't know how. C)Then what is exactly this thing called statesmanship? Books defining (定义) leadership seem endless, with lists upon lists of necessary skills. Statesmanship seems harder to define. It has leadership skills, but the recipe (秘诀) seems somehow beyond our grasp. D)In the following chapters of Statesmanship, Character, and Leadership in America, the aim is to suggest that recipe. If it is true that statesmanship requires the application of certain skills, the goal is to explain what they are. E)Yet statesmanship requires more than skills. Leaders in government may be considered great in, for example, managing conflict (冲突) and getting others to perform duties for them, but their organizations may still fail to meet citizens' expectations, or they may produce short-term gains at the cost of the long-term health of the entire nation. Leaders in corporate America no doubt might have scored high in the past decade on skills such as decisiveness, spoken communication, and creativity. But many of their firms failed nonetheless, often due to ethical (伦理的) problems. We should hardly describe their behavior as a display of statesmanship. F)What's missing from leadership skill lists is attention to character. Statesmanship is defined as much by who leaders are as the skills they possess. Leaders who build good societies are not just clever skillful people. Their skills rest on a foundation of moral values and a deep understanding of history. Such leaders face the twenty-first century with a moral compass (罗盘) and at least one foot firmly planted in centuries past. G)To raise the standard still higher, even this is not enough. Acts of statesmanship also bring out moral character in others. Leaders don't just use skills for a measurable goal in some plan. They have an understanding of what makes up a good society. While they cannot command it, they can expect it. Indeed, it is their ability to call forth higher character in others in pursuit of the good society that turns statesmanship in theory into statesmanship in practice. To borrow the idea of an old army slogan (口号), those who would practice statesmanship must not only "be all they can be" they must invite us to "be all we can be." H)This is not a call for philosopher-kings. The acts of statesmanship in this book were not by people well-respected or faultless in their time. We are not in search of perfect beings, just human ones. Washington lost more battles in war than he won and was attacked by an opposition press during his second term. He could be hard to approach and too concerned with respect from others. Jefferson's terms as governor were troubled enough that the lawmakers asked for an investigation of his activities, and his failure to work for putting an end to slavery leaves no doubt that his character had flaws. Lincoln's acceptance of liberating slaves came later in his political career. Susan B. Anthony was hated by much of America for most of her life. Giving up all for suffrage (选举权), she ignored the requests of black women in the South so as not to cause offence to the whites whose support she wanted more. I)But each of them raised the standard on themselves and their followers. No one acts as a statesman all the time. The pressures of politics, career advancement, and personality make this impossible. What we seek are not statesmen but acts of statesmanship, in times when leaders rise above more selfish interests to attain something positive for our future. J)The argument here is that the skills and character crucial to statesmanship can be both described and developed. Statesmanship then becomes attainable not only in the distant past but in the troubled present and in the unpredictable future. 19. It is also important for a statesman to bring out the best other people can be for building a good society.

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117. 10. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Elusive (难以捉摸的) Statesmanship A)For decades, Americans have sought take-charge, extremely confident and charismatic leaders. The country needs leaders who practice what we have historically called "statesmanship." Yet Americans seem to think such people cannot be found in real life. They look at leaders today and find them disappointing. They want leaders who put the country above personal interests. B)Statesmanship, however, is very visible at turning points in American history, and it helps shape, though it clearly cannot control, who we are and what we become. Leaders who practice statesmanship have made, do make, and can still make a difference. In their time, Washington, Adams, Jefferson, and others faced problems equally challenging, in an environment equally divisive and uncertain. Yet they practiced statesmanship and were recognized for doing so by many while they lived. They led the nation to win independence from the greatest military power on earth. Then they built a republican government that has lasted over 200 years. In the twentieth century, when we wondered if we could recover from a second world war, statesmanship came forward in the form of a man called George Marshall. He helped create an economic structure in Europe that brought material wealth and security to hundreds of millions. But it is not certain that we'll have such leaders. We must seek out and cultivate statesmanship. The problem is that we don't know how. C)Then what is exactly this thing called statesmanship? Books defining (定义) leadership seem endless, with lists upon lists of necessary skills. Statesmanship seems harder to define. It has leadership skills, but the recipe (秘诀) seems somehow beyond our grasp. D)In the following chapters of Statesmanship, Character, and Leadership in America, the aim is to suggest that recipe. If it is true that statesmanship requires the application of certain skills, the goal is to explain what they are. E)Yet statesmanship requires more than skills. Leaders in government may be considered great in, for example, managing conflict (冲突) and getting others to perform duties for them, but their organizations may still fail to meet citizens' expectations, or they may produce short-term gains at the cost of the long-term health of the entire nation. Leaders in corporate America no doubt might have scored high in the past decade on skills such as decisiveness, spoken communication, and creativity. But many of their firms failed nonetheless, often due to ethical (伦理的) problems. We should hardly describe their behavior as a display of statesmanship. F)What's missing from leadership skill lists is attention to character. Statesmanship is defined as much by who leaders are as the skills they possess. Leaders who build good societies are not just clever skillful people. Their skills rest on a foundation of moral values and a deep understanding of history. Such leaders face the twenty-first century with a moral compass (罗盘) and at least one foot firmly planted in centuries past. G)To raise the standard still higher, even this is not enough. Acts of statesmanship also bring out moral character in others. Leaders don't just use skills for a measurable goal in some plan. They have an understanding of what makes up a good society. While they cannot command it, they can expect it. Indeed, it is their ability to call forth higher character in others in pursuit of the good society that turns statesmanship in theory into statesmanship in practice. To borrow the idea of an old army slogan (口号), those who would practice statesmanship must not only "be all they can be" they must invite us to "be all we can be." H)This is not a call for philosopher-kings. The acts of statesmanship in this book were not by people well-respected or faultless in their time. We are not in search of perfect beings, just human ones. Washington lost more battles in war than he won and was attacked by an opposition press during his second term. He could be hard to approach and too concerned with respect from others. Jefferson's terms as governor were troubled enough that the lawmakers asked for an investigation of his activities, and his failure to work for putting an end to slavery leaves no doubt that his character had flaws. Lincoln's acceptance of liberating slaves came later in his political career. Susan B. Anthony was hated by much of America for most of her life. Giving up all for suffrage (选举权), she ignored the requests of black women in the South so as not to cause offence to the whites whose support she wanted more. I)But each of them raised the standard on themselves and their followers. No one acts as a statesman all the time. The pressures of politics, career advancement, and personality make this impossible. What we seek are not statesmen but acts of statesmanship, in times when leaders rise above more selfish interests to attain something positive for our future. J)The argument here is that the skills and character crucial to statesmanship can be both described and developed. Statesmanship then becomes attainable not only in the distant past but in the troubled present and in the unpredictable future. 20. Leaders of big businesses in the US show that just because one has all the important leadership skills does not mean he has statesmanship.

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118. 1. Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. A) Many social scientists have studied the causes of success. One American study claims that your social network is the key to success. Apparently, every extra friend that you have at school adds two percent to your salary later in life! Perhaps this gives you more self-confidence (自信心) or perhaps you have more people to support you. Another study links height and success: Every extra centimeter is worth another $300 per year. The trouble is that for every person who fits these theories, there is a special case. B) So is success just down to luck? Napoleon was once thinking about giving a general a more important job in his army. After he had heard about all the general's talents (才能), he said "Yes, yes, I realize he's brilliant but is he lucky?" And when you think about it, what use is talent without luck? In 1979, an unknown Australian actor arrived at a film audition (试演) looking black and blue. He had been partying the night before and three drunks had attacked him. The director was looking for a battle-wounded actor to star in his film and immediately offered the actor the part. That actor was Mel Gibson and he went on to become a Hollywood superstar. Talent has kept him famous but it was luck that gave him his first opportunity. C) However, in his book Outliers -- The Story of Success, Malcolm Gladwell has come up with a theory that he says is true in every case. He thinks that the secret of success is simply many hours of hard work. He has counted exactly how many hours work you need to do in order to become "the best" in your field: 10,000 hours apparently or about four hours a day for ten years. Without this kind of determination and hard work you probably won't reach the top, no matter what your talent is. D) Researchers looked at violin players in a music school to test this theory. Teachers put the average players in group C, good players in group B and excellent players in group A. It turned out that all the players in group A had done around 10,000 hours of practice in their lifetime. The good players had done around 6,000 hours and the average players only 4,000 hours. However, all the players had entered the school with similar levels of ability. E) But surely there are special cases? Mozart, for example, is always considered a "born genius (天才)". He performed in public at the age of four and by six, he had written several pieces. Surely his success was down to natural talent, not hard work? In fact, Gladwell argues, Mozart had a very strict father who made him practice for hours each day from an early age. And the music that Mozart wrote when he was six wasn't great. Mozart produced his first real best work when he was twenty-one. By that time, he'd done at least 10,000 hours of practice and had "become" a genius. F) Researchers' interest in the secret of success has also motivated some of them to look deep into other possible explanations. Camille Sweeney and Josh Gosfield, authors of the book The Art of Doing: How Superachievers Do What They Do and How They Do It So Well, were inspired by the theory of Chris Argyris, a theorist at Harvard Business School who studied what happens to organizations and people in the face of obstacles in their paths. They interviewed high achievers, expecting to hear that talent, persistence, dedication and luck played important roles in their success. G) Surprisingly, however, they discovered that self-awareness played an equally strong role. The successful people they spoke with -- in business, entertainment, sports and the arts -- all had similar responses when faced with obstacles: they made themselves go through self-examination that led to change of their goals and the methods by which they tried to achieve them. The tennis champion Martina Navratilova, for example, told them that after a big loss to Chris Evert in 1981, she questioned her belief that she could get by on talent alone. She began a long exploration of every aspect of her game. She chose a challenging cross-training practice (common today but unheard of at the time), changed what she ate and her mental and tactical (战术的) game and eventually changed herself into the most successful women's tennis player of her time. H) Sweeney and Gosfield admitted that no one's idea of a good time is to take a close look at their values and beliefs, and to recognize that those may be the reasons for their failure. Very often it's easy to find ways to explain why the world has not properly rewarded your efforts. But what the two researchers learned from their conversations with high achievers is that challenging their beliefs, at times even their goals, may sometimes push them further than they thought possible. I) Success does not come your way easily. So next time you dream of scoring the winning goal in the World Cup or winning an Oscar, ask yourself these questions: Am I really prepared to put in the hours necessary to achieve my goal? Should I quickly blame someone else for my troubles? Can I honestly reexamine my beliefs and goals and act with courage to make changes? 11.A tennis player changed her belief, training and methods of playing to reach the top of her sport.

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119. 2. A) Many social scientists have studied the causes of success. One American study claims that your social network is the key to success. Apparently, every extra friend that you have at school adds two percent to your salary later in life! Perhaps this gives you more self-confidence (自信心) or perhaps you have more people to support you. Another study links height and success: Every extra centimeter is worth another $300 per year. The trouble is that for every person who fits these theories, there is a special case. B) So is success just down to luck? Napoleon was once thinking about giving a general a more important job in his army. After he had heard about all the general's talents (才能), he said "Yes, yes, I realize he's brilliant but is he lucky?" And when you think about it, what use is talent without luck? In 1979, an unknown Australian actor arrived at a film audition (试演) looking black and blue. He had been partying the night before and three drunks had attacked him. The director was looking for a battle-wounded actor to star in his film and immediately offered the actor the part. That actor was Mel Gibson and he went on to become a Hollywood superstar. Talent has kept him famous but it was luck that gave him his first opportunity. C) However, in his book Outliers -- The Story of Success, Malcolm Gladwell has come up with a theory that he says is true in every case. He thinks that the secret of success is simply many hours of hard work. He has counted exactly how many hours work you need to do in order to become "the best" in your field: 10,000 hours apparently or about four hours a day for ten years. Without this kind of determination and hard work you probably won't reach the top, no matter what your talent is. D) Researchers looked at violin players in a music school to test this theory. Teachers put the average players in group C, good players in group B and excellent players in group A. It turned out that all the players in group A had done around 10,000 hours of practice in their lifetime. The good players had done around 6,000 hours and the average players only 4,000 hours. However, all the players had entered the school with similar levels of ability. E) But surely there are special cases? Mozart, for example, is always considered a "born genius (天才)". He performed in public at the age of four and by six, he had written several pieces. Surely his success was down to natural talent, not hard work? In fact, Gladwell argues, Mozart had a very strict father who made him practice for hours each day from an early age. And the music that Mozart wrote when he was six wasn't great. Mozart produced his first real best work when he was twenty-one. By that time, he'd done at least 10,000 hours of practice and had "become" a genius. F) Researchers' interest in the secret of success has also motivated some of them to look deep into other possible explanations. Camille Sweeney and Josh Gosfield, authors of the book The Art of Doing: How Superachievers Do What They Do and How They Do It So Well, were inspired by the theory of Chris Argyris, a theorist at Harvard Business School who studied what happens to organizations and people in the face of obstacles in their paths. They interviewed high achievers, expecting to hear that talent, persistence, dedication and luck played important roles in their success. G) Surprisingly, however, they discovered that self-awareness played an equally strong role. The successful people they spoke with -- in business, entertainment, sports and the arts -- all had similar responses when faced with obstacles: they made themselves go through self-examination that led to change of their goals and the methods by which they tried to achieve them. The tennis champion Martina Navratilova, for example, told them that after a big loss to Chris Evert in 1981, she questioned her belief that she could get by on talent alone. She began a long exploration of every aspect of her game. She chose a challenging cross-training practice (common today but unheard of at the time), changed what she ate and her mental and tactical (战术的) game and eventually changed herself into the most successful women's tennis player of her time. H) Sweeney and Gosfield admitted that no one's idea of a good time is to take a close look at their values and beliefs, and to recognize that those may be the reasons for their failure. Very often it's easy to find ways to explain why the world has not properly rewarded your efforts. But what the two researchers learned from their conversations with high achievers is that challenging their beliefs, at times even their goals, may sometimes push them further than they thought possible. I) Success does not come your way easily. So next time you dream of scoring the winning goal in the World Cup or winning an Oscar, ask yourself these questions: Am I really prepared to put in the hours necessary to achieve my goal? Should I quickly blame someone else for my troubles? Can I honestly reexamine my beliefs and goals and act with courage to make changes? 12.An author believes that a person has to work hard for about four hours a day over the course of ten years before he becomes most successful.

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120. 3. A) Many social scientists have studied the causes of success. One American study claims that your social network is the key to success. Apparently, every extra friend that you have at school adds two percent to your salary later in life! Perhaps this gives you more self-confidence (自信心) or perhaps you have more people to support you. Another study links height and success: Every extra centimeter is worth another $300 per year. The trouble is that for every person who fits these theories, there is a special case. B) So is success just down to luck? Napoleon was once thinking about giving a general a more important job in his army. After he had heard about all the general's talents (才能), he said "Yes, yes, I realize he's brilliant but is he lucky?" And when you think about it, what use is talent without luck? In 1979, an unknown Australian actor arrived at a film audition (试演) looking black and blue. He had been partying the night before and three drunks had attacked him. The director was looking for a battle-wounded actor to star in his film and immediately offered the actor the part. That actor was Mel Gibson and he went on to become a Hollywood superstar. Talent has kept him famous but it was luck that gave him his first opportunity. C) However, in his book Outliers -- The Story of Success, Malcolm Gladwell has come up with a theory that he says is true in every case. He thinks that the secret of success is simply many hours of hard work. He has counted exactly how many hours work you need to do in order to become "the best" in your field: 10,000 hours apparently or about four hours a day for ten years. Without this kind of determination and hard work you probably won't reach the top, no matter what your talent is. D) Researchers looked at violin players in a music school to test this theory. Teachers put the average players in group C, good players in group B and excellent players in group A. It turned out that all the players in group A had done around 10,000 hours of practice in their lifetime. The good players had done around 6,000 hours and the average players only 4,000 hours. However, all the players had entered the school with similar levels of ability. E) But surely there are special cases? Mozart, for example, is always considered a "born genius (天才)". He performed in public at the age of four and by six, he had written several pieces. Surely his success was down to natural talent, not hard work? In fact, Gladwell argues, Mozart had a very strict father who made him practice for hours each day from an early age. And the music that Mozart wrote when he was six wasn't great. Mozart produced his first real best work when he was twenty-one. By that time, he'd done at least 10,000 hours of practice and had "become" a genius. F) Researchers' interest in the secret of success has also motivated some of them to look deep into other possible explanations. Camille Sweeney and Josh Gosfield, authors of the book The Art of Doing: How Superachievers Do What They Do and How They Do It So Well, were inspired by the theory of Chris Argyris, a theorist at Harvard Business School who studied what happens to organizations and people in the face of obstacles in their paths. They interviewed high achievers, expecting to hear that talent, persistence, dedication and luck played important roles in their success. G) Surprisingly, however, they discovered that self-awareness played an equally strong role. The successful people they spoke with -- in business, entertainment, sports and the arts -- all had similar responses when faced with obstacles: they made themselves go through self-examination that led to change of their goals and the methods by which they tried to achieve them. The tennis champion Martina Navratilova, for example, told them that after a big loss to Chris Evert in 1981, she questioned her belief that she could get by on talent alone. She began a long exploration of every aspect of her game. She chose a challenging cross-training practice (common today but unheard of at the time), changed what she ate and her mental and tactical (战术的) game and eventually changed herself into the most successful women's tennis player of her time. H) Sweeney and Gosfield admitted that no one's idea of a good time is to take a close look at their values and beliefs, and to recognize that those may be the reasons for their failure. Very often it's easy to find ways to explain why the world has not properly rewarded your efforts. But what the two researchers learned from their conversations with high achievers is that challenging their beliefs, at times even their goals, may sometimes push them further than they thought possible. I) Success does not come your way easily. So next time you dream of scoring the winning goal in the World Cup or winning an Oscar, ask yourself these questions: Am I really prepared to put in the hours necessary to achieve my goal? Should I quickly blame someone else for my troubles? Can I honestly reexamine my beliefs and goals and act with courage to make changes? 13.Mel Gibson's success as an actor started with an opportunity to be chosen for a movie after he was beaten badly the night before.

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121. 4. A) Many social scientists have studied the causes of success. One American study claims that your social network is the key to success. Apparently, every extra friend that you have at school adds two percent to your salary later in life! Perhaps this gives you more self-confidence (自信心) or perhaps you have more people to support you. Another study links height and success: Every extra centimeter is worth another $300 per year. The trouble is that for every person who fits these theories, there is a special case. B) So is success just down to luck? Napoleon was once thinking about giving a general a more important job in his army. After he had heard about all the general's talents (才能), he said "Yes, yes, I realize he's brilliant but is he lucky?" And when you think about it, what use is talent without luck? In 1979, an unknown Australian actor arrived at a film audition (试演) looking black and blue. He had been partying the night before and three drunks had attacked him. The director was looking for a battle-wounded actor to star in his film and immediately offered the actor the part. That actor was Mel Gibson and he went on to become a Hollywood superstar. Talent has kept him famous but it was luck that gave him his first opportunity. C) However, in his book Outliers -- The Story of Success, Malcolm Gladwell has come up with a theory that he says is true in every case. He thinks that the secret of success is simply many hours of hard work. He has counted exactly how many hours work you need to do in order to become "the best" in your field: 10,000 hours apparently or about four hours a day for ten years. Without this kind of determination and hard work you probably won't reach the top, no matter what your talent is. D) Researchers looked at violin players in a music school to test this theory. Teachers put the average players in group C, good players in group B and excellent players in group A. It turned out that all the players in group A had done around 10,000 hours of practice in their lifetime. The good players had done around 6,000 hours and the average players only 4,000 hours. However, all the players had entered the school with similar levels of ability. E) But surely there are special cases? Mozart, for example, is always considered a "born genius (天才)". He performed in public at the age of four and by six, he had written several pieces. Surely his success was down to natural talent, not hard work? In fact, Gladwell argues, Mozart had a very strict father who made him practice for hours each day from an early age. And the music that Mozart wrote when he was six wasn't great. Mozart produced his first real best work when he was twenty-one. By that time, he'd done at least 10,000 hours of practice and had "become" a genius. F) Researchers' interest in the secret of success has also motivated some of them to look deep into other possible explanations. Camille Sweeney and Josh Gosfield, authors of the book The Art of Doing: How Superachievers Do What They Do and How They Do It So Well, were inspired by the theory of Chris Argyris, a theorist at Harvard Business School who studied what happens to organizations and people in the face of obstacles in their paths. They interviewed high achievers, expecting to hear that talent, persistence, dedication and luck played important roles in their success. G) Surprisingly, however, they discovered that self-awareness played an equally strong role. The successful people they spoke with -- in business, entertainment, sports and the arts -- all had similar responses when faced with obstacles: they made themselves go through self-examination that led to change of their goals and the methods by which they tried to achieve them. The tennis champion Martina Navratilova, for example, told them that after a big loss to Chris Evert in 1981, she questioned her belief that she could get by on talent alone. She began a long exploration of every aspect of her game. She chose a challenging cross-training practice (common today but unheard of at the time), changed what she ate and her mental and tactical (战术的) game and eventually changed herself into the most successful women's tennis player of her time. H) Sweeney and Gosfield admitted that no one's idea of a good time is to take a close look at their values and beliefs, and to recognize that those may be the reasons for their failure. Very often it's easy to find ways to explain why the world has not properly rewarded your efforts. But what the two researchers learned from their conversations with high achievers is that challenging their beliefs, at times even their goals, may sometimes push them further than they thought possible. I) Success does not come your way easily. So next time you dream of scoring the winning goal in the World Cup or winning an Oscar, ask yourself these questions: Am I really prepared to put in the hours necessary to achieve my goal? Should I quickly blame someone else for my troubles? Can I honestly reexamine my beliefs and goals and act with courage to make changes? 14.A study has found that how tall one is can be linked to his salary.

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122. 5. A) Many social scientists have studied the causes of success. One American study claims that your social network is the key to success. Apparently, every extra friend that you have at school adds two percent to your salary later in life! Perhaps this gives you more self-confidence (自信心) or perhaps you have more people to support you. Another study links height and success: Every extra centimeter is worth another $300 per year. The trouble is that for every person who fits these theories, there is a special case. B) So is success just down to luck? Napoleon was once thinking about giving a general a more important job in his army. After he had heard about all the general's talents (才能), he said "Yes, yes, I realize he's brilliant but is he lucky?" And when you think about it, what use is talent without luck? In 1979, an unknown Australian actor arrived at a film audition (试演) looking black and blue. He had been partying the night before and three drunks had attacked him. The director was looking for a battle-wounded actor to star in his film and immediately offered the actor the part. That actor was Mel Gibson and he went on to become a Hollywood superstar. Talent has kept him famous but it was luck that gave him his first opportunity. C) However, in his book Outliers -- The Story of Success, Malcolm Gladwell has come up with a theory that he says is true in every case. He thinks that the secret of success is simply many hours of hard work. He has counted exactly how many hours work you need to do in order to become "the best" in your field: 10,000 hours apparently or about four hours a day for ten years. Without this kind of determination and hard work you probably won't reach the top, no matter what your talent is. D) Researchers looked at violin players in a music school to test this theory. Teachers put the average players in group C, good players in group B and excellent players in group A. It turned out that all the players in group A had done around 10,000 hours of practice in their lifetime. The good players had done around 6,000 hours and the average players only 4,000 hours. However, all the players had entered the school with similar levels of ability. E) But surely there are special cases? Mozart, for example, is always considered a "born genius (天才)". He performed in public at the age of four and by six, he had written several pieces. Surely his success was down to natural talent, not hard work? In fact, Gladwell argues, Mozart had a very strict father who made him practice for hours each day from an early age. And the music that Mozart wrote when he was six wasn't great. Mozart produced his first real best work when he was twenty-one. By that time, he'd done at least 10,000 hours of practice and had "become" a genius. F) Researchers' interest in the secret of success has also motivated some of them to look deep into other possible explanations. Camille Sweeney and Josh Gosfield, authors of the book The Art of Doing: How Superachievers Do What They Do and How They Do It So Well, were inspired by the theory of Chris Argyris, a theorist at Harvard Business School who studied what happens to organizations and people in the face of obstacles in their paths. They interviewed high achievers, expecting to hear that talent, persistence, dedication and luck played important roles in their success. G) Surprisingly, however, they discovered that self-awareness played an equally strong role. The successful people they spoke with -- in business, entertainment, sports and the arts -- all had similar responses when faced with obstacles: they made themselves go through self-examination that led to change of their goals and the methods by which they tried to achieve them. The tennis champion Martina Navratilova, for example, told them that after a big loss to Chris Evert in 1981, she questioned her belief that she could get by on talent alone. She began a long exploration of every aspect of her game. She chose a challenging cross-training practice (common today but unheard of at the time), changed what she ate and her mental and tactical (战术的) game and eventually changed herself into the most successful women's tennis player of her time. H) Sweeney and Gosfield admitted that no one's idea of a good time is to take a close look at their values and beliefs, and to recognize that those may be the reasons for their failure. Very often it's easy to find ways to explain why the world has not properly rewarded your efforts. But what the two researchers learned from their conversations with high achievers is that challenging their beliefs, at times even their goals, may sometimes push them further than they thought possible. I) Success does not come your way easily. So next time you dream of scoring the winning goal in the World Cup or winning an Oscar, ask yourself these questions: Am I really prepared to put in the hours necessary to achieve my goal? Should I quickly blame someone else for my troubles? Can I honestly reexamine my beliefs and goals and act with courage to make changes? 15.A dream-chaser should ask himself questions about his amount of hard work and his own beliefs and goals.

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123. 6. A) Many social scientists have studied the causes of success. One American study claims that your social network is the key to success. Apparently, every extra friend that you have at school adds two percent to your salary later in life! Perhaps this gives you more self-confidence (自信心) or perhaps you have more people to support you. Another study links height and success: Every extra centimeter is worth another $300 per year. The trouble is that for every person who fits these theories, there is a special case. B) So is success just down to luck? Napoleon was once thinking about giving a general a more important job in his army. After he had heard about all the general's talents (才能), he said "Yes, yes, I realize he's brilliant but is he lucky?" And when you think about it, what use is talent without luck? In 1979, an unknown Australian actor arrived at a film audition (试演) looking black and blue. He had been partying the night before and three drunks had attacked him. The director was looking for a battle-wounded actor to star in his film and immediately offered the actor the part. That actor was Mel Gibson and he went on to become a Hollywood superstar. Talent has kept him famous but it was luck that gave him his first opportunity. C) However, in his book Outliers -- The Story of Success, Malcolm Gladwell has come up with a theory that he says is true in every case. He thinks that the secret of success is simply many hours of hard work. He has counted exactly how many hours work you need to do in order to become "the best" in your field: 10,000 hours apparently or about four hours a day for ten years. Without this kind of determination and hard work you probably won't reach the top, no matter what your talent is. D) Researchers looked at violin players in a music school to test this theory. Teachers put the average players in group C, good players in group B and excellent players in group A. It turned out that all the players in group A had done around 10,000 hours of practice in their lifetime. The good players had done around 6,000 hours and the average players only 4,000 hours. However, all the players had entered the school with similar levels of ability. E) But surely there are special cases? Mozart, for example, is always considered a "born genius (天才)". He performed in public at the age of four and by six, he had written several pieces. Surely his success was down to natural talent, not hard work? In fact, Gladwell argues, Mozart had a very strict father who made him practice for hours each day from an early age. And the music that Mozart wrote when he was six wasn't great. Mozart produced his first real best work when he was twenty-one. By that time, he'd done at least 10,000 hours of practice and had "become" a genius. F) Researchers' interest in the secret of success has also motivated some of them to look deep into other possible explanations. Camille Sweeney and Josh Gosfield, authors of the book The Art of Doing: How Superachievers Do What They Do and How They Do It So Well, were inspired by the theory of Chris Argyris, a theorist at Harvard Business School who studied what happens to organizations and people in the face of obstacles in their paths. They interviewed high achievers, expecting to hear that talent, persistence, dedication and luck played important roles in their success. G) Surprisingly, however, they discovered that self-awareness played an equally strong role. The successful people they spoke with -- in business, entertainment, sports and the arts -- all had similar responses when faced with obstacles: they made themselves go through self-examination that led to change of their goals and the methods by which they tried to achieve them. The tennis champion Martina Navratilova, for example, told them that after a big loss to Chris Evert in 1981, she questioned her belief that she could get by on talent alone. She began a long exploration of every aspect of her game. She chose a challenging cross-training practice (common today but unheard of at the time), changed what she ate and her mental and tactical (战术的) game and eventually changed herself into the most successful women's tennis player of her time. H) Sweeney and Gosfield admitted that no one's idea of a good time is to take a close look at their values and beliefs, and to recognize that those may be the reasons for their failure. Very often it's easy to find ways to explain why the world has not properly rewarded your efforts. But what the two researchers learned from their conversations with high achievers is that challenging their beliefs, at times even their goals, may sometimes push them further than they thought possible. I) Success does not come your way easily. So next time you dream of scoring the winning goal in the World Cup or winning an Oscar, ask yourself these questions: Am I really prepared to put in the hours necessary to achieve my goal? Should I quickly blame someone else for my troubles? Can I honestly reexamine my beliefs and goals and act with courage to make changes? 16.Mozart wrote great music pieces after he put great efforts into practicing.

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124. 7. A) Many social scientists have studied the causes of success. One American study claims that your social network is the key to success. Apparently, every extra friend that you have at school adds two percent to your salary later in life! Perhaps this gives you more self-confidence (自信心) or perhaps you have more people to support you. Another study links height and success: Every extra centimeter is worth another $300 per year. The trouble is that for every person who fits these theories, there is a special case. B) So is success just down to luck? Napoleon was once thinking about giving a general a more important job in his army. After he had heard about all the general's talents (才能), he said "Yes, yes, I realize he's brilliant but is he lucky?" And when you think about it, what use is talent without luck? In 1979, an unknown Australian actor arrived at a film audition (试演) looking black and blue. He had been partying the night before and three drunks had attacked him. The director was looking for a battle-wounded actor to star in his film and immediately offered the actor the part. That actor was Mel Gibson and he went on to become a Hollywood superstar. Talent has kept him famous but it was luck that gave him his first opportunity. C) However, in his book Outliers -- The Story of Success, Malcolm Gladwell has come up with a theory that he says is true in every case. He thinks that the secret of success is simply many hours of hard work. He has counted exactly how many hours work you need to do in order to become "the best" in your field: 10,000 hours apparently or about four hours a day for ten years. Without this kind of determination and hard work you probably won't reach the top, no matter what your talent is. D) Researchers looked at violin players in a music school to test this theory. Teachers put the average players in group C, good players in group B and excellent players in group A. It turned out that all the players in group A had done around 10,000 hours of practice in their lifetime. The good players had done around 6,000 hours and the average players only 4,000 hours. However, all the players had entered the school with similar levels of ability. E) But surely there are special cases? Mozart, for example, is always considered a "born genius (天才)". He performed in public at the age of four and by six, he had written several pieces. Surely his success was down to natural talent, not hard work? In fact, Gladwell argues, Mozart had a very strict father who made him practice for hours each day from an early age. And the music that Mozart wrote when he was six wasn't great. Mozart produced his first real best work when he was twenty-one. By that time, he'd done at least 10,000 hours of practice and had "become" a genius. F) Researchers' interest in the secret of success has also motivated some of them to look deep into other possible explanations. Camille Sweeney and Josh Gosfield, authors of the book The Art of Doing: How Superachievers Do What They Do and How They Do It So Well, were inspired by the theory of Chris Argyris, a theorist at Harvard Business School who studied what happens to organizations and people in the face of obstacles in their paths. They interviewed high achievers, expecting to hear that talent, persistence, dedication and luck played important roles in their success. G) Surprisingly, however, they discovered that self-awareness played an equally strong role. The successful people they spoke with -- in business, entertainment, sports and the arts -- all had similar responses when faced with obstacles: they made themselves go through self-examination that led to change of their goals and the methods by which they tried to achieve them. The tennis champion Martina Navratilova, for example, told them that after a big loss to Chris Evert in 1981, she questioned her belief that she could get by on talent alone. She began a long exploration of every aspect of her game. She chose a challenging cross-training practice (common today but unheard of at the time), changed what she ate and her mental and tactical (战术的) game and eventually changed herself into the most successful women's tennis player of her time. H) Sweeney and Gosfield admitted that no one's idea of a good time is to take a close look at their values and beliefs, and to recognize that those may be the reasons for their failure. Very often it's easy to find ways to explain why the world has not properly rewarded your efforts. But what the two researchers learned from their conversations with high achievers is that challenging their beliefs, at times even their goals, may sometimes push them further than they thought possible. I) Success does not come your way easily. So next time you dream of scoring the winning goal in the World Cup or winning an Oscar, ask yourself these questions: Am I really prepared to put in the hours necessary to achieve my goal? Should I quickly blame someone else for my troubles? Can I honestly reexamine my beliefs and goals and act with courage to make changes? 17.It was a business theorist who inspired Sweeney and Gosfield in their study of high achievers.

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125. 8. A) Many social scientists have studied the causes of success. One American study claims that your social network is the key to success. Apparently, every extra friend that you have at school adds two percent to your salary later in life! Perhaps this gives you more self-confidence (自信心) or perhaps you have more people to support you. Another study links height and success: Every extra centimeter is worth another $300 per year. The trouble is that for every person who fits these theories, there is a special case. B) So is success just down to luck? Napoleon was once thinking about giving a general a more important job in his army. After he had heard about all the general's talents (才能), he said "Yes, yes, I realize he's brilliant but is he lucky?" And when you think about it, what use is talent without luck? In 1979, an unknown Australian actor arrived at a film audition (试演) looking black and blue. He had been partying the night before and three drunks had attacked him. The director was looking for a battle-wounded actor to star in his film and immediately offered the actor the part. That actor was Mel Gibson and he went on to become a Hollywood superstar. Talent has kept him famous but it was luck that gave him his first opportunity. C) However, in his book Outliers -- The Story of Success, Malcolm Gladwell has come up with a theory that he says is true in every case. He thinks that the secret of success is simply many hours of hard work. He has counted exactly how many hours work you need to do in order to become "the best" in your field: 10,000 hours apparently or about four hours a day for ten years. Without this kind of determination and hard work you probably won't reach the top, no matter what your talent is. D) Researchers looked at violin players in a music school to test this theory. Teachers put the average players in group C, good players in group B and excellent players in group A. It turned out that all the players in group A had done around 10,000 hours of practice in their lifetime. The good players had done around 6,000 hours and the average players only 4,000 hours. However, all the players had entered the school with similar levels of ability. E) But surely there are special cases? Mozart, for example, is always considered a "born genius (天才)". He performed in public at the age of four and by six, he had written several pieces. Surely his success was down to natural talent, not hard work? In fact, Gladwell argues, Mozart had a very strict father who made him practice for hours each day from an early age. And the music that Mozart wrote when he was six wasn't great. Mozart produced his first real best work when he was twenty-one. By that time, he'd done at least 10,000 hours of practice and had "become" a genius. F) Researchers' interest in the secret of success has also motivated some of them to look deep into other possible explanations. Camille Sweeney and Josh Gosfield, authors of the book The Art of Doing: How Superachievers Do What They Do and How They Do It So Well, were inspired by the theory of Chris Argyris, a theorist at Harvard Business School who studied what happens to organizations and people in the face of obstacles in their paths. They interviewed high achievers, expecting to hear that talent, persistence, dedication and luck played important roles in their success. G) Surprisingly, however, they discovered that self-awareness played an equally strong role. The successful people they spoke with -- in business, entertainment, sports and the arts -- all had similar responses when faced with obstacles: they made themselves go through self-examination that led to change of their goals and the methods by which they tried to achieve them. The tennis champion Martina Navratilova, for example, told them that after a big loss to Chris Evert in 1981, she questioned her belief that she could get by on talent alone. She began a long exploration of every aspect of her game. She chose a challenging cross-training practice (common today but unheard of at the time), changed what she ate and her mental and tactical (战术的) game and eventually changed herself into the most successful women's tennis player of her time. H) Sweeney and Gosfield admitted that no one's idea of a good time is to take a close look at their values and beliefs, and to recognize that those may be the reasons for their failure. Very often it's easy to find ways to explain why the world has not properly rewarded your efforts. But what the two researchers learned from their conversations with high achievers is that challenging their beliefs, at times even their goals, may sometimes push them further than they thought possible. I) Success does not come your way easily. So next time you dream of scoring the winning goal in the World Cup or winning an Oscar, ask yourself these questions: Am I really prepared to put in the hours necessary to achieve my goal? Should I quickly blame someone else for my troubles? Can I honestly reexamine my beliefs and goals and act with courage to make changes? 18.Of the studies that have examined the causes of success, one shows that the number of friends you have at school has an effect on your future salary.

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