根據(jù)單詞的首字母或中文填空 

1.         Do you think that punishment for violent crimes should be the same for j____________ and adults?

2.         At the end of the negotiation, the company finally made a c____________ to the strikers, giving them a 10% salary increase.

3.         The players were b____________ when a parachute suddenly landed in the middle of the football pitch in the second half of the game.

4.         On August 27th, the police in Russia seized a painting d____________ President Vladimir Putin in women’s underwear from an art gallery in St. Petersburg.

5.         The man who was accused of p____________ a deadly attack on a luxury outdoor shopping center was sentenced to life imprisonment.

6.         “Look at those pretty little girls’ dresses” is ____________(歧義的、含糊的), because it is not clear whether the girls or the dresses are “pretty”.

7.         He didn’t want to live the life his parents lived and that ____________(激發(fā)、激勵(lì)) him to work hard in order to be admitted to a prestigious university.

8.         It’s surprising that the two independent investigators should have reached ____________(幾乎、事實(shí)上) the same conclusion.

9.         Now the examination score serves as the only criterion for a student’s ____________ (學(xué)業(yè)的、學(xué)術(shù)的) performance.

10.     Last Monday, a small argument between teens ____________(升級(jí)、惡化) into a knife fight in the city center, resulting in the death of a passerby.

Is this happening in your neighborhood? Children, notebook computers stuck under their arms,  await the yellow bus for the trip to middle school. On the surface, the question of computers in  schools is a no-brainer. It would be strange to insist that today’s technology shouldn’t be used to make the classroom experience more individualized, more effective, more immediate, more exciting. Computers have been in schools more than 20 years---and probably even done some good.

But the idea of a personal computer as a necessary daily tool for every American grammar school pupil is altogether a different thing. Be aware of the seemingly attractive vision of 10-year-olds doing most of their work---and homework---on a computer. It is another illusory silver bullet(虛幻的能迅速解決問(wèn)題的捷徑之道) that promises to solve all of society’s ills through technology. Regardless of whether parents or taxpayers buy the machinery, it’s bad policy.

Determining the proper role of computers in schools is too important to be left to computer suppliers and educators. An educated public with clear and realistic expectations needs to help determine the right track for technology.

Educators forever seem to seek the ultimate in teaching tools. They are always preoccupied with innovation---junior high school, new math, whole language, open classrooms, and mastery learning, to name a few. Some ideas turned out well and over time have earned permanent positions in our education systems. Other reflected change for changes’ sake and wound up in the trash bin, where they belong.

Exactly what is to be solved with computers in schools? Are we looking to improve instructional capacity and flexibility? Are we trying to make teachers and aids more productive by letting students take advantage of programmed learning tools? This all sounds good, and much has been accomplished with computer-assisted instruction.

But that’s not the same as making the computer a symbol of well-tempered educational policy. There’s danger in the message that a child is not fully educated if he or she can’t surf the World  Wide Web skillfully, move around in Windows or the Founder, use a word processing program, or program in Logo or Basic.

These skills can be learned outside the classroom. Worse, the time it takes students to acquire them is time stolen from the teaching schedule---and that’s a bad trade.

And what kind of computers should be purchased? We’re not talking brand names. Most school systems don’t have the money to replace PCs or Macs on the two-to-three-year cycle that shifting technologies demand. On the other hand, $2500---the cost of just one computer---invested in books for the school library produces wealth that has, shall we say, a longer shelf life.

And who changes the factory culture of schoolrooms to allow computers to be more effective? And who teaches the teachers? These are the really tough issues---the ones that more hardware won’t solve.

Children are best served when schools contribute to shaping the solid foundations on which their future will be built. The student who can read with curiosity and understanding, who has mastered basic mathematical concepts, who can evaluate ideas critically, is the one schools should aim to produce.

57. A “no-brainer” in the third sentence of the first paragraph probably means __________.

A. something that is taken for granted

B. an idea that is brainless and foolish

C. a proposal that is not worthy of serious consideration

D. a machine that can never take the place of human brain

58. Who can determine the proper role of computers in schools?

A. Computer suppliers.                  B. Educators.

C. The educated public.                  D. All of the above.

59. According  to  the  author,  teaching  computer  in  the  school  classroom  is  bad practice because __________.

A. the computer is too expensive a luxury for school pupils

B. the pupils are not intelligently mature enough to master the skills

C. it takes too much time which might have been spent on regular courses

D. the pupils can learn nothing from computer-assisted instruction

60. In the last paragraph the author implies that __________.

A. computer skills contribute nothing to a proper education

B. computer teaching is an essential part of an education

C. the fundamental purpose of an education is being ignored

D. teachers should be taught how to teach computer skills

Europe is not a gender-equality heaven. In particular, the corporate workplace will never be completely family-friendly until women are part of senior management decisions, and Europe’s top corporate-governance positions remain overwhelmingly male. Indeed, women hold only 14 percent of positions on Europe corporate boards.

　　The Europe Union is now considering legislation(立法) to compel corporate boards to maintain a certain proportion of women---up to 60 percent. This proposed mandate(強(qiáng)制執(zhí)行) was born of frustration. Last year, Europe Commission Vice President Viviane Reding issued a call to voluntary action. Reding invited corporations to sign up for gender balance goal of 40 percent female board membership. But her appeal was considered a failure: only 24 companies took it up.

　　Do we need quotas(定量) to ensure that women can continue to climb the corporate Ladder fairly as they balance work and family?

　　“Personally, I don’t like quotas,” Reding said recently. “But I like what the quotas do.” Quotas get action: they “open the way to equality and they break through the glass ceiling(女性在工作中遇到的一種無(wú)形障礙),” according to Reding, a result seen in France and other countries with legally binding provisions on placing women in top business positions.

　　I understand Reding’s reluctance---and her frustration. I don’t like quotas either; they conflict with my belief in meritocracy(精英管理), government by the capable. But, when one considers the obstacles to achieving the meritocratic ideal, it does look as if a fairer world must be temporarily ordered.

　　After all, four decades of evidence has now shown that corporations in Europe as the US are evading the meritocratic hiring and promotion of women to top position---no matter how much “soft pressure” is put upon them. When women do break through to the summit of corporate power---as, for example, Sheryl Sandberg recently did at Facebook---they attract massive attention precisely because they remain the exception to the rule.

　　If appropriate pubic policies were in place to help all women---whether CEOs or their children’s caregivers---and all families, Sandberg would be no more newsworthy than any other highly capable person living in a more just society.

53. In the European corporate workplace, generally __________.

　 A. women take the lead

　 B. men have the final say

　 C. corporate governance is overwhelmed

　 D. senior management is family-friendly

54. According to Reding, quotas may help women __________.

　 A. get top business positions

　 B. see through the glass ceiling

　 C. balance work and family

　 D. anticipate legal results

55. The author’s attitude toward Reding’s appeal is __________.

　 A. skeptical             B. objective                   C. indifferent                D. approving

56. Women entering top management become headlines due to the lack of __________.

　 A. more social justice

　 B. massive media attention

　 C. suitable public policies

　 D. greater “soft pressure”

There are a variety of ways to think about the self. Two of the most widely used terms are self-concept and self-esteem. Self-concept generally refers to the totality of a complex, organized, and dynamic system of learned beliefs, attitudes and opinions that people hold about themselves, while self-esteem generally refers to how we feel about or how we value ourselves. There is a great deal of research which shows that the self-concept is, perhaps, the basis for all motivated behavior. It is the self-concept that gives rise to possible selves, and it is possible selves that create the motivation for behavior. Self-concept is related to self-esteem in that people who have good self-esteem have a clear self-concept. When people know themselves, they can maximize outcomes because they know what they can and cannot do. It would see, then, that one way to impact self-esteem is to obey the somewhat old cliché(陳詞濫調(diào)) of “Know thyself.”

There are several different components of self-concept: physical, academic, social and transpersonal. The physical aspect of self-concept relates to that which is concrete: what we look like, our sex, height, weight, and what kind of clothes we wear. Our academic self-concept relates to how well we do in school or how well we learn. The social self-concept describes how we relate to other people and the transpersonal self-concept describes how we relate to other supernatural or unknown on an emotional or spiritual level.

Through self-reflection, people often come to view themselves in a new, more powerful way, and it is through this new, more powerful way of viewing the self that people can develop possible selves. We develop and maintain our self-concept by taking action and then reflecting on what we have done and what others tell us about what we have done. We reflect in comparison to our expectations and the expectations of others and to the characteristics and accomplishments of others. Self-concept, thus is developed by the individual through interaction with the environment and reflecting on that interaction. This dynamic aspect of self-concept is important because it indicates that it can be modified or changed.

48. It can be inferred from the text that __________.

A. the author believes most behavior is learned, not born with

B. the author doesn’t believe that one’s self-concept can change

C. self-concept and self-esteem are often mistaken for each other

D. the author has doubts about the idea that self-concept is the basis for behavior

49. The author’s attitude towards the ideas of “know thyself” is __________.

A. critical               B. positive                   C. neutral                     D. mixed

50. One can conclude from the text that by developing good self-esteem people can __________.

   A. improve their interactions immensely

B. begin improving their behavior

   C. begin to develop a clear self-concept

D. correct deficiencies(不足) in their character

51. Which of the following would be identified as transpersonal self-concept?

A. Our concept of how interested we are in and how well we study supernatural topics.

B. Our knowledge of our strange intuition(直覺(jué)) about people’s feelings.

C. Our understanding of how we relate to a god we believe in.

D. Our understanding of our relationship with other people.

52. The most appropriate title for the text would be __________.

A. The Characteristics of Self-Concept       

B. The Changeability of Self-Concept

C. Self-Concept and Self-Esteem           

D. New Research on Self-Concept

Our bedroom has no full-length mirror. There is one at the canteen entrance. I always cherish a secret desire to take a peep before it at myself in a beautiful new dress. However, each time when it comes to the fulfillment, I get seized with such an uneasiness that I literally stagger away—backing out at the critical moment.

   At the root of it is my lack of confidence by which I have been enslaved since childhood. It embarrasses me at the mildest flattery(表?yè)P(yáng)), crushes my utmost efforts to say “No”, and prevents me from asking my parents for one cent more than necessary. Among other things, lack of confidence has wormed its way into my love of piano.

At the age of 14, one Sunday morning, I was woken up by a resounding hymn(洪亮的圣歌). Tracing that call of God into a neighboring church, I found myself deeply attracted by the melody of a piano—something beyond the means of my parents. To make it worse, people say a pianist is supposed to have music in the blood, but I believe I had none from my engineer father and technician mother. For days on end, I kept thinking of nothing else. I had a dream.

   It wasn’t a dream after gold, which made some of my close friends to engage in business as self-employed traders or street peddlers. I was sometimes dazzled(眼花繚亂的) by their gold rings or elegant necklaces behind which, however, I seemed to catch sight of skeletons in their cupboards and was frightened away from the craze for fortunate. Out of despair, I retreated into seclusion(獨(dú)處), lack of confidence weighing heavy on me. I could do nothing but turn to my dream for comfort, for courage to aim high and wish for the impossible. I was convinced that before I could afford anything expensive (to me, it was a piano), I should climb up the academic ladder as high as possible.

   For the next nine years, I carefully held back my aspiration for music to keep my quest for learning, especially in English studies. My efforts were so rewarding that I went successfully through high school and college in my hometown. When I received the admission notice for a second degree course at a prestigious university in Beijing, the national capital, tears welled up in my eyes. I knew my command of English was my wealth, for I might make a deal with a pianist who would give me access to his piano in exchange for English lessons. And that has come true!

To this day, whenever I lay my fingers on the snow-white keyboard, ready for a melody, I still feel shy. I am quite aware of my limited music talent, but as a shy dreamer, I have found my way to success.

44. According to the first two paragraphs, we can learn that the writer is __________.

   A. helpless            B. shy                      C. honest                  D. considerate

45. Why did the writer say her desire for the piano was a dream in the third paragraph?

   a. Her parents couldn’t afford a piano.

   b. Her parents didn’t want her to engage in music.

   c. She thought she had no gift for music.

   d. She could do nothing but accept the reality.

   A. a, b                 B. c, d                       C. a, c                       D. b, d

46. How did the writer make her dream of playing the piano come true?

   A. She turned to her friends for financial aid.

   B. She taught English in exchange for piano lessons.

   C. She was admitted to a university for a second degree course in music.

   D. She earned money by doing a part-time job to pay for her piano lessons.

47. What can we learn from the writer’s example?

   A. Wealth always comes after a great effort.

   B. Confidence is a key factor in success.

   C. We should be academically successful before other achievements.

   D. We should make every effort to turn a dream into reality.

Dear Ms. K. Miller,

    I’m pleased to enclose your new Visa debit card.

What you need to do next:

l         Please sign your new Visa debit card and start to use it straight away.

l         If you’re new to Lloyds TSB or haven’t had a Visa debit card on your account before, we’ll send you your Personal Identification Number (PIN) in the next few days. If you already have a Visa debit card, your four digit PIN stays the same unless you have asked us for a new one.

l         You can withdraw up to £300 at any of your Cashpoint machines or other ATMs.

l         Please destroy your old Visa debit card immediately making sure you cut through the chip and the 16 digit number that runs across the front of the card.

l         Register your Visa debit card for the free service Lloyds TSB ClickSafe at www.lloydstsb.com/clicksafe_debit and benefit from extra protection against fraud when shopping online. If this card replaces the one you’ve already registered for ClickSafe, you don’t need to register your new card as your account will update automatically.

Your new Visa debit card is:

l         Welcome at home and abroad wherever you see the Visa sign (some fees will apply abroad).

l         Flexible enough to be used for everyday shopping and larger items.

l         Safer and more convenient than carrying cash and protected against fraud loss.

  If you’d like some more information, you can visit our website www.lloydstsb.com or call us on 0845 3000 000. Or you might like to drop into one of our branches. We’ll be happy to help.

Yours sincerely,

Philip Robinson

  Head of Debit Cards

41. You probably cannot get more information about the new Visa debit card by __________.

   A. going online         B. writing a letter           C. making a phone call   D. visiting a branch

42. The new Visa debit card has the following advantages EXCEPT that __________.

   A. it is flexible enough for shopping for many kinds of goods

   B. it is safer and more convenient than carrying cash

   C. it can be used to withdraw any amount of money

   D. it is usable both at home and abroad

43. The letter is written mainly to __________.

   A. persuade the receiver to register for a new Visa debit card

   B. remind the receiver to pay off the money they borrowed

   C. list the advantages of the new Visa debit card

   D. give directions on the use of the new Visa debit card

My dream is to become an orthodontist, fly to new heights, and impact the world. Ever since the day I got braces(牙箍), I have thought about how __21__ it would be for me to become an orthodontist and make other __22__ like me have more beautiful smiles. The thought of helping other people overcome the fear of their __23__ or self-esteem became so real to me the day that I got my __24__ off two years later. After a long thought, I finally came to a(n) __25__ that I  wanted to do my senior exit project on orthodontics. I am in the __26__ of doing my project now and I cannot wait to see the wonderful __27__ that I’m going to achieve. In the long run, I know it will be a great __28__ to me down the road, opening doors to my __29__ path. Another goal in my life is to fly to new __30__ and go where no one else has __31__ to go before. I am a big leader at my school and I try to do new things that are __32__ in order to make things successful. I try to reach to the highest in order to make every event and idea __33__ “with a bang!” I also want to do things to __34__ the world somewhere down the road. After seeing friends go into __35__, I have thought about being a __36__ missionary(傳教士) in a third world country for a couple of summers after I __37__ from the high school. I think it would be __38__ to impact the lives of powerless and torn people who need __39__ that seems unimaginable to them. I think __40__ more people reached out and conquered their dreams to help other people achieve theirs，this world would be a whole lot better of a place.

21. A. tiresome            B. occasional                C. cool                              D. fortunate

22. A. teens                 B. adults                     C. doctors                   D. patients

23. A. image                B. operation                 C. figure                     D. mouth

24. A. caps                  B. tools                       C. books                     D. braces

25. A. stop                  B. decision                  C. conclusion              D. end

26. A. end                   B. process                   C. beginning                D. trouble

27. A. scene                       B. occupation              C. start                              D. goals

28. A. advantage          B. honour                    C. chance                   D. pity

29. A. graduation                B. business                  C. career                     D. life

30. A. locations            B. heights                    C. interests                 D. events

31. A. hoped                B. expected                 C. needed                    D. dared

32. A. cared for           B. unheard of              C. put forward            D. thought of

33. A. turn out             B. move off                 C. go out                    D. die out

34. A. change              B. develop                   C. impact                    D. destroy

35. A. missions            B. difficulties               C. traps                      D. films

36. A. long­term          B. professional             C. short­term              D. part­time

37. A. attend                B. graduate                  C. dislike                     D. abandon

38. A. tiresome            B. harmful                   C. astonishing              D. remarkable

39. A. assistance          B. faith                              C. money                    D. laws

40. A. since                 B. unless                     C. although                  D. if

 ---It’s cloudy outside. Please take an umbrella.

---__________.

A. Yes, take it easy                         B. Well, it just depends

C. OK, just in case                           D. All right, you’re welcome

 I don’t mind her criticizing me, but _____ is how she does it that I object to.

A. it                        B. that                        C. this                         D. which

 Sometimes patients suffering from severe pain can be helped by “drugs” that aren’t really drugs at all __________ sugar pills that contain no active chemical elements.

   A. or rather             B. rather than                C. but rather                 D. other than