单选题The professor gave ______ instruction to the whole class so as to make every student understand how to conduct the experiment in the lab.

单选题Sign has become a scientific hot button. Only in the past 20 years have specialists in language study realized that signed languages are unique—a speech of the hand. They offer a new way to probe how the brain generates and understands language, and throw new light on an old scientific controversy： whether language, complete with grammar, is something that we are born with, or whether it is a learned behavior. The current interest in sign language has roots in the pioneering work of one rebel teacher at Gallaudet University in Washington, D.C., the world"s only liberal arts university for deaf people. When Bill Stokoe went to Gallaudet to teach English, the school enrolled him in a course in signing. But Stokoe noticed something odd: among themselves, students signed differently from his classroom teacher. Stokoe had been taught a sort of gestural code, each movement of the hands representing a word in English. At the time, American Sign Language (ASL) was thought to be no more than a form of pidgin English (混杂英语). But Stokoe believed the "hand talk" his students used looked richer. He wondered: Might deaf people actually have a genuine language? And could that language be unlike any other on Earth? It was 1955, when even deaf people dismissed their signing as "substandard". Stokoe"s idea was academic heresy(异端邪说). It is 37 years later. Stokoe—now devoting his time to writing and editing books and journals and to producing video materials on ASL and the deaf culture—is having lunch at a cafe near the Gallaudet campus and explaining how he started a revolution. For decades educators fought his idea that signed languages are natural languages like English, French and Japanese. They assumed language must be based on speech, the modulation (调节) of sound. But sign language is based on the movement of hands, the modulation of space. "What I said," Stokoe explains, "is that language is not mouth stuff—it"s brain stuff. " (340 words)

单选题 I like to go to the cinema when I am in the ______ for it.

单选题Police have _____ to the public to come forward with any information which might help them in their inquiries.

单选题Last night I was so tired that I forgot to ______ my watch and it stopped at twelve.

单选题 中国新颁布的老年人保护法(elderly protection law)规定，成年子女必须看望他们年迈的父母。年迈的父母如果感觉被子女忽视了，可以把他们已成年的孩子告上法庭。但是，法律没有说明子女必须看望父母的频率。法律中也没有说如何执行这项法律、忽略长辈如何惩罚。一位帮助起草老年人保护法草案的教授说，立法主要是为了提高人们对于老年人情感支持需要的意识。

单选题As ______ announced in today's papers, the Shanghai Export Commodities Fair is also open on Sundays. A. being B. is C. to be D. been

单选题I am not convinced that this argument is particularly good news for elders who may be 【1】 to enjoy the time of their lives. What maybe good news is perhaps best forgotten by those who are 【2】 on from day to day, and getting by as best they 【3】 . Causation is itself an 【4】 matter for the unscientific mind. Which would you rather feel: that your cancer has been genetically 【5】 , induced by stress or caused by viruses? Brought about by your own folly in smoking cigarettes, as Kirkwood himself appears to take 【6】 granted—brought about casually and spontaneously through the operation of chance? If it is put before them in this way, most people would rather not think about the matter at all. Kirkwood takes a different view, maintaining that the more we know about the 【7】 process, the more we can " 【8】 a greater degree of personal control". Common sense certainly tells us oldies to take it easy, to cut 【9】 a bit on food and alcohol and strenuous exercise, but we know this from the feel of our 【10】 rather than from what we read about the progress of science.

单选题 Why Are Asian Americans Missing from Our Textbooks? A. I still remember my fourth-grade social studies project. Our class was studying the Gold Rush, something all California fourth-graders learned. I was excited because I had asked to research Chinese immigrants during that era. Growing up in the San Francisco Bay Area, I had always known that 'San Francisco' translated to 'Gold Mountain' in Chinese. The name had stuck ever since Chinese immigrants arrived on the shores of Northern California in the 1850s, eager to try their luck in the gold mines. Now I'd have the chance to learn about them. B. My excitement was short-lived. I remember heading to the library with my class and asking for help. I remember the librarian's hesitation. She finally led me past row after row of books, to a corner of the library where she pulled an oversized book off the shelf. She checked the index and turned over to a page about early Chinese immigrants in California. That was all there was in my entire school library in San Francisco, home of the nation's first Chinatown. That was it. C. I finally had the opportunity to learn about Asian Americans like myself, and how we became part of the fabric of the United States when I took an introductory class on Asian-American history in college. The class was a revelation. I realized how much had been missing in my textbooks as I grew up. My identity had been shaped by years of never reading, seeing, hearing, or learning about people who had a similar background as me. Why, I wondered, weren't the stories, histories, and contributions of Asian Americans taught in K-12 schools, especially in the elementary schools? Why are they still not taught? D. Our students—Asian, Latino, African American, Native American, and, yes, white—stand to gain from a multicultural curriculum. Students of color are more engaged and earn better grades when they see themselves in their studies. Research has also found that white students benefit by being challenged and exposed to new perspectives. E. For decades, activists have called for schools to offer anti-racism or multicultural curricula. Yet a traditional American K-12 curriculum continues to be taught from a Eurocentric point of view. Being multicultural often falls back on weaving children of color into photographs, or creating a few supporting characters that happen to be ethnic—an improvement, but superficial nonetheless. Elementary school classrooms celebrate cultural holidays—Lunar New Year! Red envelopes! Lion dancers!—but they're quick to gloss over (掩饰) the challenges and injustices that Asian Americans have faced. Most students don't, for example, learn about the laws that for years excluded Asians from immigrating to the U.S. They don't hear the narratives of how and why Southeast Asian refugees (难民) had to rebuild their lives here. F. Research into what students learn in school has found just how much is missing in their studies. In an analysis, Christine Sleeter, a professor in the College of Professional Studies at California State University, Monterey Bay, reviewed California's history and social studies framework, the curriculum determined by state educators that influences what is taught in K-12 classrooms. Of the nearly 100 Americans recommended to be studied, 77% were white, 18% African American, 4% Native American, and 1% Latino. None were Asian American. G. Worse, when Asian Americans do make an appearance in lesson books, it is often laced with problems. 'There hasn't been much progress,' says Nicholas Hartlep, an assistant professor at Metropolitan State University. His 2016 study of K-12 social studies textbooks and teacher manuals found that Asian Americans were poorly represented at best, and subjected to racist caricatures (拙劣的模仿) at worst. The wide diversity of Asian Americans was overlooked; there was very little mention of South Asians or Pacific Islanders, for example. And chances were, in the images, Asian Americans appeared in stereotypical (模式化的) roles, such as engineers. H. Teachers with a multicultural background or training could perhaps overcome such curriculum challenges, but they're few and far between. In California, 65% of K-12 teachers are white, compared with a student population that is 75% students of color. Nationwide, the gap is even greater. It isn't a requirement that teachers share the same racial or ethnic background as their students, but the imbalance poses challenges, from the potential for unconscious bias to a lack of knowledge or comfort in discussing race and culture. I. How race and ethnicity is taught is crucial, says Allyson Tintiangco-Cubales, an Asian-American studies professor at San Francisco State University. She added that it's not so much about the teacher's background, but about training. 'You can have a great curriculum but if you don't have teachers dedicated (专注于) to teaching it well,' she says, 'it won't work as well as you want it to.' J. Some teachers are finding ways to expose students to Asian-American issues—if not during school hours, then outside of them. This summer, Wilson Wong will lead a class of rising fifth-graders at a day camp dedicated to Chinese culture and the Chinese-American community in Oakland, California. His students, for instance, will learn about how Chinese immigrants built the railroads in California, and even have a chance to 'experience' it themselves: They will race each other to build a railroad model on the playground, with some students being forced to 'work' longer and faster and at cheaper wages. Wong, a middle school teacher during the school year, hopes he's exposing the students to how Chinese Americans contributed to the U.S., something that he didn't get as a student growing up in the San Francisco Bay Area. 'I planted the seeds early,' he says. 'That's what I'm hoping for.' K. And, despite setbacks, the tide may finally be turning. California legislators passed a bill last year that will bring ethnic studies to all its public high schools. Some school districts, including San Francisco and Los Angeles, already offer ethnic studies at its high schools. High schools in Portland, Chicago, and elsewhere have either implemented or will soon introduce ethnic studies classes. And, as more high schools begin teaching it, the door could crack open for middle schools, and, perhaps inevitably, elementary schools, to incorporate a truly more multicultural curriculum. Doing so will send an important message to the nation's youngest citizens: Whatever your race or ethnicity, you matter. Your history matters. Your story matters.

单选题______ I can see, the weather is not likely to change in a few days.

单选题Seventeen-year-old Quantae Williams doesn"t understand why the U. S. Supreme Court struck down his school district"s racial diversity program. He now 1 the prospect of leaving his mixed-race high school in suburban Louisville and 2 to the poor black downtown schools where he 3 in fights. "I"m doing 4 in town. They should just leave it the 5 it is," said Williams, using a fond nickname for suburban Jeffersontown High School, 6 he"s bused every day from his downtown neighborhood. "Everything is 7 , we get along well. If I go where all my friends go, I"ll start getting in trouble again," Williams said as he took a 8 from his summer job 9 clothing 10 for poor families. Last month"s 5-4 ruling by the Supreme Court struck down programs that were started voluntarily in Louisville and Seattle. The court"s decision has left schools 11 the country 12 to find a way to protect 13 in their classrooms. Critics have called the decision the biggest 14 to the ideals of the 1954 Brown vs. Board of Education 15 , which outlawed racial segregation in U. S. public schools. With students already 16 to schools for the 17 year that begins in September, 18 will be immediately affected by the Supreme Court decision. In Jefferson County, officials said it could be two years 19 a new plan is 20 place, leaving most students in their current schools.

单选题 It is a common theme in many science fiction stories that the world may one day be ______ by outer space invaders.

单选题Thousands of people who have no relevant ______ or business are put into important jobs.

单选题Many of the local residents left homes to ward off the danger of flooding.

单选题Some diseases are ____ by certain water animals.

单选题I want to know______ she has gone to the factory or not.

单选题Thrilled that she got her first paycheck ,Nancy immediately_______ her old cell phone with a newer model.

单选题Andrew, my mother's elder brother, will not be at the family party, ______ to the family's disappointment.

单选题______ enables us to know the past and to use it in preparing for the future.

单选题 Now listen to the following recording and answer questions20-22.