单选题He has been transferred to the University of Maryland Medical Center and is waiting to ______surgery.

单选题We are past the period of evolution when only the fittest can______.

单选题Jack spent the whole day repairing the car. The work was ______ easy.

单选题What does the writer mean by saying "But these were not just the isolated actions of a scientist" ?

单选题The tremor in her voice ______ her nervousness. A. affirmed B. pronounced C. disguised D. revealed

单选题The size of the audience, ______ we had expected, was well over one thousand. A. whom B. who C. as D. that

单选题The two most important______in making a cake are flour and sugar.

单选题 A little more than a century ago, Michael Faraday, a noted British physicist, managed to gain audience with a group of high government officials, to demonstrate an electrochemical principle, in the hope of gaining support for his work. After observing the demonstration closely, one of the officials remarked bluntly, "It's a fascinating demonstration, young man, but just what practical application will come of this?" "I don't know," replied Faraday, "but I do know that 100 years from now you'll be taxing them." From the demonstration of a principle to the marketing of products derived from that principle is often a long, involved series of steps. The speed and effectiveness with which these steps are taken are closely related to the history of management, the art of getting things done. Just as management applies to the wonders that have evolved from Faraday and other inventors, so it applied some 4,000 years ago to the workings of the great Egyptian and Mesopotamian import and export firms...to Hannibal's remarkable feat of crossing the Alps in 218 B.C. with 90,000 foot soldiers, 12,000 horsemen and a "conveyor belt" of 40 elephants...or to the early Christian Church, with its world-shaking concepts of individual freedom and equality. These ancient innovators were deeply involved in the problems of authority, division of labor, discipline, unity of command, clarity of direction and the other basic factors that are so meaningful to management today. But the real impetus to management as an emerging profession was the Industrial Revolution. Originating in 18th-century England, it was triggered by a series of classic inventions and new processes, among them John Kay's Flying Shuttle in 1733, James Hargreaves' Spinning Jenny in 1770, Samuel Crompton's Mule Spinner in 1779 and Edmund Cartwright's Power Loom in 1785.

单选题The writer Thoreau had no liking for______. He wrote in his journal, "That man is richest whose pleasures are the cheapest."

单选题Upton Sinclair, an American writer of the 20th century, showed his ______ genius for recreating social history in his novels. A. original B. particular C. unique D. uncommon

单选题The following places might be good choices for a business lunch EXCEPT______.

单选题Which of the following is true of the people in small towns many years ago?

单选题It can be inferred that the author’s attitude toward the early stage of British industrialization should be one of

单选题Man: My brother is coming this weekend, and I was thinking the three of us could go out to dinner Saturday night. Any suggestions?Woman: It's up to you. I don't know the restaurants here that well.Question: What does the woman mean?

单选题{{B}}Passage Four{{/B}} It was 1985, and Rafe Esquith was beginning his third year of teaching in Los Angeles public schools. He faced a class of 40 sixth-graders from low-income homes where English rarely was spoken, and the best reader among them was two years below grade level. So, what the beck, he decided to teach them Shakespeare. Five families agreed to let their children play "Macbeth" for two hours after school. This proved to be so much fun that, within weeks, Esquith had 28 kids happily soaking up the drama of blood and betrayal in medieval Scotland. They were learning many words they had never heard before. But when Esquith asked a school district supervisor for official approval, he received this note: " Mr. Esquith, it is not appropriate that you stay after school to teach Shakespeare. It would be better if you did something with the children that is academic. " It would not be the last time that the narrow thinking of bigcity school administration got in Esquith's way. Yet the bearded, 6-foot-tall cyclone has proved that a teacher who thinks very big— much harder lessons, larger projects, extra class time—can help disadvantaged children in ways most educators never imagine. This was difficult at first, until he stumbled upon a concept of teaching that is at the core of his success. American children, even those from hardworking immigrant cultures, have in Esquith's view been wrongly taught that learning should always be fun, by teachers who think hard lessons are bad for kids from low-income homes. When faced with something difficult, such 'students don't know what to do. The Declaration of Independence says Americans are entitled to the pursuit of happiness, but the emphasis in public schooling has been on the happiness, he believes. "What happened to pursuit?" Esquith said. So he has created an entirely new universe in his classroom, cherishing effort and the slogan, "There Are No Shortcuts". As for their own dramatic performances, Esquith got around the original ban on his after-school "Macbeth" rehearsals by switching to Thornton Wilder's " Our Town. " When that class finally performed the Shakespeare play, a school district supervisor showed up. The high-ranking district administrator came up afterward and shook his hand. "Rare," she said, " I've never seen Shakespeare done better. "

单选题{{B}}Text 3{{/B}} Is the literary critic like the poet, responding creatively, intuitively, subjectively to the written word as the poet responds to human experience? Or is the critic more like a scientist, following a series of demonstrable, verifiable steps, using an objective method of analysis? For the woman who is a practitioner of feminist literary criticism, the subjectivity versus objectivity, or critic-as-artist-or-scientist, debate has special significance; for her, the question is not only academic, but political as well, and her definition will provoke special risks whichever side of the issue it favors. If she defines feminist criticism as objective and scientific--a valid, verifiable, intellectual method that anyone, whether man or woman, can perform--the definition not only makes the critic-as-artist approach impossible, but may also hinder accomplishment of the utilitarian political objectives of those who seek to change the academic establishment and its thinking, especially about sex roles. If she defines feminist criticism as creative and intuitive, privileged as art, then her work becomes vulnerable to the prejudices of stereotypic ideas about the ways in which women think, and will be dismissed by much of the academic establishment. Because of these prejudices, women who use an intuitive approach in their criticism may find themselves charged with inability to be analytical, to be objective, or to think critically. Whereas men may be free to claim the role of critic-as-artist, women run different professional risks when they choose intuition and private experience as critical method and defense. These questions are political in the sense that the debate over them will inevitably be less an exploration of abstract matters in a spirit of disinterested inquiry than an academic power struggle, in which the careers and professional fortunes of many women scholars only now entering the academic profession in substantial numbers will be at stake, and with them the chances for a distinctive contribution to humanistic understanding, a contribution that might be an important influence against sexism in our society. As long as the academic establishment continues to regard objective analysis as "masculine" and an intuitive approach as "feminine," the theoretician must steer a delicate philosophical course between the two. If she wishes to construct a theory of feminist criticism, she would be well advised to place it within the framework of a general theory of the critical process that is neither purely objective nor purely intuitive. Her theory is then more likely to be compared and contrasted with other theories of criticism with some degree of dispassionate distance. (418 words)

单选题 By far the most common difficulty in study is simple failure to get down to regular concentrated work. This difficulty is much greater for those who do not work to a plan and have no regular routine of study. Many students muddle along, doing a bit of this subject or that, as the mood lakes them, or letting their set work pile up until the last possible moment. Few students work to a set timetable. They say that ff they did construct a timetable for themselves they would not keep to it, or would have to alter it constantly, since they can never predict from one day to the next what their activities will be. There are many who stay away from the self-regimentation of a weekly timetable, and dislike being tied down to a definite program of work. Many able students claim that they work in cycles. When they become interested in a topic they work on it intensively for three or four days at a time. On other days they avoid work completely. It has to be confessed that we do not fully understand the complexities of the motivation to work. Most people over 25 years of age have become conditioned to a work routine, and the majority of really productive workers set aside regular hours for the more important aspects or their work. The "tough-minded" school of workers is usually very contemptuous of the idea that good work can only be done spontaneously, under the influence of inspiration. Those who believe that they need only work and study as the fit takes them have a mistaken belief either in their own talent or in the value of "freedom". Freedom from restraint and discipline leads to unhappiness rather than to "self-expression" or "personality development". Our society insists on regular habits, time keeping and punctuality and whether we like it or not, if we mean Io make our way in society we have to comply with its demands.

单选题In paragraph 3, the underlined word "exacerbated" is most similar in use to______.

单选题"A rolling stone gathers no moss(苔藓) ," but there is one living animal that does gather moss, the three-toed sloth (树獭) of South America. This slowest-moving member of the animal kingdom is so inactive that moss actually gathers on its body and turns it green——strange as it seems! Most of the sloth's life is spent motionless, hanging upside down from a limb. And that is the way its hair grows. Long and coarse, the strands (串) from receptacles (花托) for the damp jungle algae (水藻) that turn the brown fur a mossy green. Actually this moss helps the animal survive because it serves as a perfect camouflage against the leaf trees and hides the sloth from the jungle's swift - moving hunters. The sloth would have little chance of survival on the ground. With long, curved claws hooked over the limb of a leafy tree, it spends the long hot hours during the day drowsing and eating. Inch by inch, it strips the leafy limbs bare and crawls slowly down the trunk to find a new dining spot, but only at night. In addition to looking rather like a vegetable, the sloth is a strict vegetarian. Running out of its favorite leaf is about the only thing that will make a sloth move. Then its appetite may even force the animal into swimming a stream to reach a juicy succulent(多汁的植物). It will also force it into fighting to keep the tree all to itself. The sloth is lazy and prefers to be alone, but it will tolerate its own relatives!