单选题 When I recently mentioned to a pregnant acquaintance that I was writing a book about egg freezing (and had frozen my own eggs in hopes of preserving my ability to have children well into my 40s), she replied, "You're so lucky. I wish I had known to freeze my eggs. " She was 40 years old and wanted two children, so she and her husband were planning to start trying to conceive a second child shortly after the birth of their first. "Now everything is a rush," she said. Married at 38, she didn't think to talk to her obstetrician-gynecologist about fertility before then. If her doctor had brought up the subject, she said, she might have put away some eggs when she was younger. In our fertility-obsessed society, women can't escape the message that it's harder to get pregnant after 35. And yet, it's not a conversation patients are having with the doctors they talk to about their most intimate issues—their OB-GYNs—unless they bring up the topic first. OB-GYNs routinely ask patients during their annual exams about their sexual histories and need for contraception, but often missing from the list is, "Do you plan to have a family?" OB-GYNs are divided on whether it's their responsibility to broach the topic with patients. Those who take an "ask me first" approach understandably don't want to offend women who don't want children, or frighten those who do. It doesn't take much for an informational briefing to spiral into a teary heart-to-heart about dating woes. Do you reassure a distraught 38-year-old that she's still got time; encourage her to seriously consider having a baby on her own; or freak her out so she settles for a lackluster relationship? And considering that fertility figures are averages (while one woman may need fertility treatment at age 36, another can get pregnant naturally at 42), when is the right age to sound the alarm? But the biggest impediment to bringing the issue up was that doctors didn't have many good recommendations for a single woman. she could either use an anonymous donor's sperm to have a baby today, or she could fertilize her eggs with it and freeze the resulting embryos for future use. Now, a better option is gaining credibility. Egg freezing (a technique that allows women to store their unfertilized eggs to use with a future partner when they are older) has been available in the United States since the early 2000s, but success rates at first were low and doctors have been hesitant to push it. The American Society for Reproductive Medicine said the technique shouldn't be "offered or marketed as a means to defer reproductive aging", and deemed it "experimental". Last week, the doctors' society announced that it was removing the experimental label (though it stopped short of endorsing widespread use of egg freezing to put off having children). After reviewing four randomized controlled trials, it found little difference in the effectiveness of using fresh or frozen eggs in in-vitro fertilization, and said that babies conceived from frozen eggs faced no increased risk of birth defects or developmental problems. The procedure isn't a panacea. It's terribly expensive—often $15,000—and is not usually covered by insurance. In addition, there's a worrisome lack of data regarding the success rates of eggs frozen by the women at the end of their baby-making days. The majority of the women in the four studies were under 35, and it warned against giving women who want to delay childbearing "false hope" that their frozen eggs will work when they are ready to get pregnant years later. Although estimates of the number of American women who have frozen their eggs for nonmedical reasons are in the thousands, very few have yet returned to thaw them—there are only a couple of thousand babies born from frozen eggs in the world. Women should be allowed to come to their own conclusions and take their own risks—there's a fine line between doctors' "mentioning" and "suggesting" the procedure—but this is an option they should be hearing about from their OB-GYNs. To standardize the message, professional groups like the American Congress of Obstetricians and Gynecologists should create pamphlets that doctors can give to patients. OB-GYN residents also can learn suggested scripts that present the information in a nonbiased, non alarmist way. I first learned about egg freezing from a friend who had talked to her OB-GYN about whether she should freeze, given her family's history of premature menopause. When I asked my doctor about the procedure, she said she had heard that the success rates had recently improved and gave me the name of a respected fertility doctor. As a result, I stashed away several batches of eggs between the ages of 36 and 38—just before the cutoff at which many doctors no longer consider eggs worthwhile to save. I was fortunate, because I knew to ask. We must go one step further and expect OB-GYNs to bring up family planning at every annual visit, so that women have the information they need to choose to take charge of their fertility. Perhaps more women will think about freezing in their early to mid-30s, when their chances of success are greater. Or maybe, after being asked about their plans from their very first visit, more will decide to start families when their eggs are at their prime, and won't even need to freeze.

单选题Questions 23～26

单选题A.AboutfiftyyearsbeforethefirstmodernOlympics.B.Fiftyyearsago.C.Whenthecrawlwasdeveloped.D.Afterthebreaststrokewasdeveloped.

单选题A.Moreandmorewomenareapproaching30.B.30-year-oldswomenusedtoputcareeraheadoflove.C.Today'swomenaremoreambitious.D.Only1/3oftoday's30-year-oldswomenwanttosettledown.

单选题Questions 6～10 It is Monday morning, and you are having trouble waking your teenagers. You are not alone. Indeed, each morning, few of the country's 17 million high school students are awake enough to get much out of their first class, particularly if it starts before 8 am. Sure, many of them stayed up too late the night before, but not because they wanted to. Research shows that teenagers' body clocks are set to as schedule that is different from that of younger children or adults. This prevents adolescents from dropping off until around 11 pm, when they produce the sleep-inducing hormone melatonin, and waking up much before 8 am when their bodies stop producing melatonin. The result is that the first class of the morning is often a waste, with as many as 28 percent of students falling asleep; according to a National Sleep foundation poll. Some are so sleepy they do not even show up, contributing to failure and dropout rates. Here is an idea: stop focusing on testing and instead support changing the hours of the school day, starting it later for teenagers and ending it later for all children. Indeed, no one does well when they are sleep-deprived, but insufficient sleep among children has been linked to obesity and to learning issues like attention deficit/hyperactivity disorder. You would think this would spur educators to take action, and a few have. In 2002, high schools in Jessamine County in Kentucky pushed back the first bell to 8:40 am, from 7:30 am. Attendance immediately went up, as did scores on standardized tests, which have continued to rise each year. In Minneapolis and Edina, Minnesota, which instituted high school start times of 8:40 am and 8:30 am respectively in 1997, students' grades rose slightly and lateness, behavioral problems and dropout rates decreases. Later is also safer. When high schools in Fayette County in Kentucky delayed their start times to 8:30 am, the number of teenagers involved in car crashes dropped, even as they rose in the state. So why has not every school board moved back that first bell? Well, it seems that improving teenagers' performance takes a back seat to more pressing concerns: the cost of additional bus service, the difficulty of adjusting after school activity schedules and the inconvenience to teachers and parents. But few of these problems actually come to pass, according to the Center for Applied Research and Educational Improvement at the University of Minnesota. In Kentucky and Minnesota, simply flipping the starting times for the elementary and high schools meant no extra cost for buses. There are other reasons to start and end school at a later time. According to Paul Reville, a professor of education policy at Harvard and chairman of the Massachusetts Board of Education, "trying to cram everything out 21th-century students need into a 19th-century six-and-a-half-hour day just isn't working". He said that children learn more at a less frantic pace, and that lengthening the school day would help "close the achievement gap between disadvantaged students and their better-off peers".

单选题Questions 11～15 As environment protection becomes a global issue, a new term—"Green EFL" is working its way into our vocabulary. What does it mean? The Project in the English Country School in southern England gives you some idea and shows how environment protection and language teaching can be combined together. In this school, there are projects on the classification of trees and their leaves, on insects and other invertebrates, pond and river life, flowers and hedgerows. There are air pollution surveys, litter surveys, recycling projects, acid rain surveys, farm visits, countryside walks, sculptures and colleges created from natural materials. It is all backed up in the classroom with EFL materials about the environment—the rain forests, biological diversity, global warming—and with materials which concentrate on the students' immediate environment under the general heading of "Health". smoking, alcohol and during abuse, diet and exercise. For example, the topic of pollution will involve the students searching the local environment to find out what has been thrown away. This is then classified according to the type of material found and whether it is recyclable or not. The students follow instructions to set up simple experiments to detect air and water pollution. They investigate mosses and lichens, looking up their findings in field guides, to determine the number and quality of species. They compare and collate their findings, producing diagrams, writing up their results and drawing conclusions. They then practice language work on topics such as the Greenhouse Effect and Global Warming. How do the students benefit from this? In common with all project work, learner autonomy, cooperation and motivation is fostered. The language practice takes place in a natural and enjoyable setting. As a result the students develop an appreciation of and an alertness and sensitivity toward their surroundings. Another advantage of Green EFL is that the environment is a global issue: What happens in one country affects what happens in another. The environment thus spans borders and cultures. We can teach the language, English, through the environment, without teaching "Englishness", or "Americanness", or whatever other culture values we might accidentally or deliberately put across to our students. Finally, through an understanding of the global environment, and the issues which affect it, students will be better able to meet challenges in the future. For the teacher interested in teaching English through environmental studies, there is a surprising amount of material available. The Cambridge Advanced English Exam, with its emphasis on scientific/authentic English, had encouraged authors to include texts on various environmental issues. Sue O Connell's "Focus on Advanced English", for example, includes a chapter called "Paradise Lost" about the rain forests; "Passport to Cambridge Advanced English" discusses the Greenhouse Effect and Global Warming; "Cambridge Advanced English" by Leo Jones, has a chapter about green peace and the Antarctic; and so on. Environmental topics in Children's EFL textbooks are also catching on. Book 3 of Collin "Mode" series is particularly useful.

单选题By now you"ve probably heard that the percentage of active smokers among us has steadily and significantly dwindled. Today nearly 16% of high-school age kids are regular puffers, as opposed to 36% of teens in 1997. This is, in a word, fantastic. Fewer teen smokers means fewer addicted adults down the road, and ultimately, fewer smoking-related deaths. However, in a potentially worrisome development, over the past three years there"s been an almost 800% increase (yes, that"s an 8) in the use of electronic cigarettes—small, battery-powered machines that deliver vapor that is far gentler than tarry, chemical-riddled smoke but still carries a hefty nicotine payload. E-cigarettes can be flavored to taste like candy and emit a vaguely scented, superfine substance often referred to as vapor, which is actually aerosol. It dissipates almost instantaneously without telltale traces on breath or clothes. E-cigs can be used one drag at a time, allowing novices to precisely control their nicotine intake without "wasting" half or more of a cigarette before they"ve built up a tolerance. It"s not hard to imagine an enterprising kid whipping out an e-cig in the school stairwell and grabbing a couple quick puffs on the way to geometry. E-cigarettes are so new that there"s no long-term research on their health effects. Technically, they emit lower levels of toxins than conventional cigarettes, meaning e-cig smokers inhale fewer noxious chemicals to get the same dose of nicotine. But that"s only because tobacco smoke is so incredibly toxic. "When you burn tobacco, you release thousands of chemicals," says Peter Shields, MD, deputy director of the Ohio State University Comprehensive Cancer Center. "You just don"t get that in an e cig." This is welcome news to long term smokers looking for a safer alternative, but it"s hard to ignore the feeling that these devices might make it significantly easier for kids to pick up a lifelong addiction. Are e-cigs harbingers of a brave new smoke-free future, or are they just the latest Trojan horse from big tobacco? If we"re going to try to answer that question, we"d better do it soon, because kids are not waiting for scientific data to be handed down by white-coated experts. Between 2011 and 2014, e-cigarette use among high school students jumped from 1.5% to 13.4%, a shockingly precipitous rise. For generations, cigarette smoking has been a powerful symbol of rebellion and adulthood. And during those yearning years on the way to maturity, kids long for such signifiers. The car. The girlfriend or boyfriend. Experimentation with drugs and alcohol. Today"s kids probably know the dangers of cigarettes better than any other generation—and yet are still drawn to them, though not at the same levels as previous gens. Thankfully, the romantic self-image cigarettes confer does not appear to extend to e-cigarettes. I spoke with several teens about nicotine use in their peer groups and was told that around 10% of their classmates were regular smokers and that another 5% did it occasionally. Most interestingly, all of them also reported that e-cigarettes were seen as "babyish," "immature" or "a toy." "You look kind of dumb smoking a little plastic tube," a high-school junior stated. "No one"s going to say you look cool doing that."

单选题Questions 1 to 5 are based on the following conversation.

单选题{{B}}Statements{{/B}}{{B}}Directions:{{/B}} In this part of the test, you will hear several short statements. These statements will be spoken {{B}}ONLY ONCE,{{/B}} and you will not find them written on the paper; so you must listen carefully. When you hear a statement, read the answer choices and decide which one is closest in meaning to the statement you have heard. Then write the letter of the answer you have chosen in the corresponding space in your {{B}}ANSWER BOOKLET.{{/B}}

单选题Questions 19-22

单选题{{B}}Directions:{{/B}} {{I}}In this part of the test, you will hear several short talks and conversations. After each of these, you will hear a few questions. Listen carefully because you will hear the talk or conversation and questions ONLY ONCE. When you hear a question, read the four answer choices and choose the best answer to that question. Then write the letter of the answer you have chosen in the corresponding space in your ANSWER BOOKLET.{{/I}} {{B}}Questions 11-14{{/B}}

单选题Questions 15-18

单选题Questions 16-20 Chinese Americans today have higher incomes than Americans in general and higher occupational status. The Chinese have risen to this position despite some of the harshest discrimination and violence faced by any immigrants to the United States in the history of this country. Long confined to a narrow range of occupations, they succeeded in those occupations and then spread out into other areas in later years, when opportunities finally opened up for them. Today much of the Chinese prosperity is due to the simple fact that they work more and have more (usually better) education than others. Almost one out of five Chinese families has three or more income earners compared to one out of thirteen for Puerto Ricans, one out of ten among American Indians, and one out of eight among Whites. When the Chinese advantages in working and educational are held constant, they have no advantage over other Americans. That is in a Chinese Family with a given number of people working and with a given amount of education by the head of the family; the income is not only about average for such families, but offer a little less than average. While Chinese Americans as a group are prosperous and well-educated Chinatowns are pockets of poverty, and illiteracy is much higher among the Chinese than among Americans in general. Those paradoxes are due to sharp internal differences. Descendants of the Chinese Americans who emigrated long ago from Toishan Province have maintained Chinese values and have added acculturation to American society with remarkable success. More recent Hong Kong Chinese are from more diverse cultural origins, and acquired western values and styles in Hong Kong, without having acquired the skills to proper and support those aspirations in the American economy. Foreign- born Chinese men in the United States earn one-fourth lower incomes than native-born Chinese even though the foreign-born have been in the United States an average of seventeen years. While the older Hong Kong Chinese work tenaciously to sustain and advance themselves, the Hong Kong Chinese youths often react with resentment and antisocial behavior, including terrorism and murder. The need to maintain tourism in Chinatown causes the Chinese leaders to mute or downplay these problems as much as possible.

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单选题Not being able to sleep can be dangerous if we.

单选题 There can be no doubt that the emergence of the Negro writer in the post-war period stemmed, in part, from the fact that he was inclined to exploit the opportunity to write about himself. It was more than that, however. The movement that has variously been called the "Harlem Renaissance," the "Black Renaissance," and the "New Negro Movement" was essentially a part of the growing interest of American literary circles in the immediate and pressing social and economic problems. This growing interest coincided with two developments in Negro life that fostered the growth of the New Negro Movement. These two factors, the keener realization of injustice and the improvement of the capacity for expression, produced a crop of Negro writers who constituted the "Harlem Renaissance." The literature of the Harlem Renaissance was, for the most part, the work of a race-conscious group. Through poetry, prose, and song, the writers cried out against social and economic wrongs. They protested against segregation and lynching. They demanded higher wages, shorter hours, and better conditions of work. They stood for full social equality and first-class citizenship. The new vision of social and economic freedom which they had did not force them to embrace the several foreign ideologies that sought to sink their roots in some American groups during the period. The writers of the Harlem Renaissance, bitter and cynical as some of them were, gave little attention to the propaganda of the socialists and communists. The editor of the Messenger ventured the opinion that the New Negro was the "product of the same world-wide forces that have brought into being the great liberal and radical movements that are now seizing the reins of power in all the civilized countries of the world." Such forces may have produced the New Negro, but the more articulate of the group did not resort to advocating the type of political action that would have subverted American constitutional government. Indeed, the writers of the Harlem Renaissance were protesting its inefficient operation. In this approach they proved as characteristically American as any writers of the period. Like his contemporaries, the Negro writer was merely becoming more aware of America's pressing problems; and like the others, he was willing to use his art, not only to contribute to the great body of American culture but to improve the culture of which he was a part. It seems possible, moreover, for the historian to assign to the Negro writer a role that he did not assume. There were doubtless many who were not immediately concerned with the injustices heaped on the Negro. Some contrived their poems, novels, and songs merely for the sake of art, while others took up their pens to escape the sordid aspects of their writings, it is because the writings flow out of their individual and group experiences. This is not to say that such writings were not effective as protest literature, but rather that not all the authors were conscious crusaders for a better world. As a matter of fact, it was this detachment, this objectivity, that made it possible for many of the writers of the Harlem Renaissance to achieve a mobility of expression and a poignancy of feeling in their writings that placed them among the masters of recent American literature.

单选题The period of adolescence, i.e., the person between childhood and adulthood, may be long or short, depending on social expectations and on society's definition as to what constitutes maturity and adulthood. In primitive societies adolescence is frequently a relatively short period of time, while in industrial societies with patterns of prolonged education coupled with laws against child labor, the period of adolescence is much longer and may include most of the second decade of one's life. Furthermore, the length of the adolescent period and the definition of adulthood status may change in a given society as social and economic conditions change. Examples of this type of change are the disappearance of the frontier in the latter part of the nineteenth century in the United States, and more universally, the industrialization of an agricultural society. In modem society, ceremonies for adolescence have lost their formal recognition and symbolic significance and there no longer is agreement as to what constitutes initiation ceremonies. Social ones have been replaced by a sequence of steps that lead to increased recognition and social status. For example, grade school graduation, high school graduation and college graduation constitute such a sequence, and while each step implies certain behavioral changes and social recognition, the significance of each depends on the socioeconomic status and the educational ambition of the individual. Ceremonies for adolescence have also been replaced by legal definitions of status roles, right, privileges and responsibilities. It is during the nine years from the twelfth birthday to the twenty-first that the protective and restrictive aspects of child-hood and minor status are removed and adult privileges and responsibilities are granted. The twelve-year-old is no longer considered a child and has to pay full fare for train, airplane, theater and movie tickets. Basically, the individual at this age loses childhood privileges without gaining significant adult rights, At the age of sixteen the adolescent is granted certain adult rights, which increases his social status by providing him with more freedom and choices. He now can obtain a driver's license; he can leave public schools; and he can work without the restrictions of child labor laws. At the age of eighteen the law provides adult responsibilities as well as fights; the young man can now be a soldier, but he also can marry without parental permission. At the age of twenty-one the individual obtains his full legal rights as an adult. He now can vote, he can buy liquor, he can enter into financial contracts, and he is entitled to nm for public office. No additional basic rights are acquired as a function of age after majority status has been attained. None of these legal provisions determine at what point adulthood has been reached but they do point to the prolonged period of adolescence.

单选题Whathadgonewrongintheirhouse?A.Theirwashingmachine.B.Theelectricity.C.Thelights.