单选题 How Should You Build up Your Vocabulary? A. Exactly what do you do during a normal day? How do you spend your time? Paul T. Rankin very much wanted an answer to that question. To get it, he asked sixty-eight individuals to keep an accurate, detailed record of what they did every minute of their waking hours. When he consolidated (巩固) his findings, he discovered that the average individual spent 70 percent of his waking time doing one thing only—communication. That meant either reading, writing, speaking or listening. B. Put that evidence alongside of the research findings uncovered by the Human Engineering Laboratories. In exploring aptitudes (智能) and careers involving, among other things, data from 30,000 vocabulary tests given yearly, they discovered that big incomes and big vocabularies go together. Vocabulary, more than any other factor yet known, predicts financial success. C. And it all fits. Each word you add to your vocabulary makes you a better reader, writer, speaker and listener. Furthermore, linguistic scientists are quick to point out that we actually think with words. If that is so, new words make us better thinkers as well as communicators. No wonder more words are likely to mean more money. What better reason for beginning right now to extend your vocabulary? D. Take reading. What exactly do you read? Common sense says you read words. Research confirms that fact. 'Vocabulary in context' contributes 39 percent to comprehension. That's more than any other factor isolated and studied—even more than intelligence. And 'word discrimination' contributes more to speed of reading than any other factor—28 percent. In short, your efforts to improve vocabulary will pay off in both comprehension and speed. E. Suppose, as you're reading along, you 'lumtebs' across a strange word. Did you find yourself stopping for a closer look at lumtebs? Pardon the spelling slip. That's actually the word 'stumble' (偶然发现). The letter just got mixed around. Obviously you now know that strange words do slow you down—or even stop you completely. Furthermore, strange words hinder (妨碍) comprehension. Which is easier to understand, 'Eschew garrulity' or 'Avoiding talking too much'? F. What you need is a vital, dynamic approach to vocabulary building. Hybrid(混合种) corn combines the best qualities of several varieties to ensure maximum productivity. A hybrid approach to vocabulary should, in the same way, ensure maximum results. That's why you should use the CPD formula. Through Context G. When students in a college class were asked what should be done when they came across an unknown word in their reading, 84 percent said, 'Look it up in the dictionary.' If you do, however, you short-circuit the very mental processes needed to make your efforts most productive. H. But there's another reason. Suppose someone asks you what the word fast means. You answer, 'speedy or swift'. But does it mean that in such contexts as 'fast color', 'fast woman', or 'fast friend'? And if a horse is fast, is it securely tied or galloping (飞驰) at top speed? It could be either. It all depends. On the dictionary? No, on context—on how the word is actually used. After all, there are over twenty different meanings for fast in the dictionary. But the dictionary doesn't tell you which meaning is intended. That's why it makes such good sense to begin with context. Through Word Parts I. Now for the next step. Often unfamiliar words contain one or more parts, which, if recognized, provide definite help with meaning. Suppose you read that someone 'had a predilection for_reading mysteries'. The context certainly isn't too helpful. But do you see a prefix, suffix or root that you know? Well, there's the familiar prefix pre-, meaning 'before'. Look back at the context and try inserting 'before'. Reading mysteries apparently comes 'before' other kinds of reading. Yes, a predilection—or preference—is something put 'before' something else. Or take the word monolithic. Try to isolate the parts. There is the prefix mono-, meaning 'one', and the root lith, meaning 'stone'. Finally, there's the suffix -ic, meaning 'consisting of'. Those three parts add up to this definition: 'consisting of one stone'. J.To speed up your use of word parts, you will be introduced to the fourteen most important words the English language.The prefix and root elements in those few words are found in over 14,000 words of desk dictionary size. With those amazingly useful shortcuts, you can build vocabulary, not a snail's pace,one word at a time, but in giant strides, up to a thousand words at a time. Your second step, then, is to look for familiar word parts.If they do not give you exact meanings, they should at least bring you much closer. Through the Dictionary K. Now you can see why you should consult the dictionary last, not first. You've looked carefully at the context. You've looked for familiar word parts. Now you play Sherlock Holmes—an exciting role. You hypothesize. In light of context or word parts, you try to solve a mystery. What exactly does that strange word mean? Only after you go through the mental gymnastics to come up with a tentative definition should you open the dictionary to see if you're right. L. After all, those first two steps or approaches spark a stronger than usual interest in that dictionary definition. You're now personally involved. Did you figure out the word meaning? Your heightened interest will lead to a better memory of both word and meaning. It also encourages your development of the habits needed to accelerate your progress. And when you see in black and white the definition you had expected, w:hat a feeling of accomplishment is yours. In that way, the CPD Formula provides the exact dynamic interplay of approaches for maximum effectiveness. M. Well, there it is, your new formula—Context, Parts, Dictionary. Use it! The exercises that follow will give you specific, step-by-step help in sharpening your awareness of contextual clues, learning the most useful word parts, and using the dictionary with increased accuracy and ease. The results will be like the money in the bank.

单选题Directions:Forthispart,youareallowed30minutestowriteashortessay.Youshouldstartyouressaywithabriefdescriptionofthepictureandthenexpressyourviewsontheimpactofsocialnetworkingwebsites.Youshouldwriteatleast120wordsbutnomorethan180words.'I'mtheleastpopularboyinschool.Ionlyhave545Weibofriends!'

单选题 A Battle is Looming over Renewable Energy, and Fossil Fuel Interests are Losing A. In state capitals across the country, legislators are debating proposals to roll back environmental rules, prodded by industry and advocacy groups eager to curtail (缩减) regulations aimed at curbing greenhouse gases. B. The measures, which have been introduced in about 18 states, lie at the heart of an effort to expand to the state level the battle over fossil fuel and renewable energy. The new rules would trim or abolish climate mandates—including those that require utilities to use solar and wind energy, as well as proposed Environmental Protection Agency rules that would reduce carbon emissions from power plants. C. But the campaign—despite its backing from powerful groups such as Americans for Prosperity—has run into a surprising roadblock: the growing political clout of renewable-energy interests, even in rock-ribbed Republican states such as Kansas. D. The stage has been set for what one lobbyist called 'trench warfare' as moneyed interests on both sides wrestle over some of the strongest regulations for promoting renewable energy. And the issues are likely to surface this fall in the midterm elections, as well, with California billionaire Tom Steyer pouring money into various gubernatorial (州长的) and state and federal legislative races to back candidates who support tough rules curbing pollution. E. The multi-pronged conservative effort to roll back regulations, begun more than a year ago, is supported by a loose, well-funded confederation that includes the U.S. Chamber of Commerce, the National Association of Manufacturers and conservative activist groups such as Americans for Prosperity, a politically active nonprofit organization founded in part by brothers David and Charles Koch. These groups argue that existing government rules violate free-market principles and will ultimately drive up costs for consumers. F. The proposed measures are similar from state to state. In some cases, the legislative language matches or closely resembles model bills and resolutions offered by the American Legislative Exchange Council (ALEC), a free-market-oriented group of state lawmakers underwritten in part by Exxon Mobil, Koch Industries, Duke Energy and Peabody Energy. 'Now more than ever is the time for states to lead the way,' ALEC's top officials told its members at a meeting in December. G. The coalition campaigns have achieved only symbolic victories in a few states. Nonbinding resolutions critical of the EPA power plant proposals have been approved in Alabama, Georgia, Nebraska, West Virginia and Wyoming. Three other states—Louisiana, Missouri and Ohio—are weighing legislation similar to the ALEC model. H. Only one of the 18 state legislatures has approved a more substantive measure that would replace the EPA's power plant rules. And even that bill, in Kentucky, could backfire by giving up a chance for the state to design its own program and forcing it to accept a federal compliance program. I. 'Clean energy is beginning to become mainstream,' said Gabe Elsner, executive director of the Energy and Policy Institute, a clean-energy think tank in Washington. 'Renewable energy is popular and has increased political power now,' but, he added, 'that power is still eclipsed by the resources of the fossil fuel industry.' A surprisingly tough fight J. Kansas might be the best place to see how these dynamics are unfolding. K. The state was a promising choice for a foray (攻击) against rules known as renewable-energy standards, which set minimum levels of renewable-energy use by electric utilities. Variations of these rules have been adopted in about 30 states, even though Congress did not pass a federal version of the requirement. In Kansas, a law passed in 2009 requires utilities to use wind and solar power to generate at least 15 percent of their electricity by 2016 and 20 percent by 2020. L. The coalition seeking the repeal of the renewable mandate had all the ingredients for success. Financial muscle came from the Kansas Chamber of Commerce, which lobbied heavily for repeal. In addition, the state is home to Koch Industries, the Koch brothers' Wichita-based energy conglomerate (集团). The state representative for Wichita, Republican Dennis Hedke, has called the company 'one of the greatest success stories in the world' and said 'they are making very positive contributions.' Hedke chairs the state House's Energy and Environment Committee. M. Koch Industries, along with the utility industry's Edison Electric Institute and the nation's biggest coal company, Peabody Energy, have supported ALEC, which advised state lawmakers on repeal strategy. N. 'Koch has consistently opposed all subsidies and mandates across the board, especially as it relates to energy policy,' Philip Ellender, president and chief operating officer of Koch Companies Public Sector, said in a statement, citing the company's opposition to the renewable fuel standard, wind production tax credit and ethanol (乙醇) mandate. 'Government should not mandate the allocation or use of natural resources and raw materials in the production of goods.' O. The ideological case was supported by conservative think tanks. Kansans for Liberty supported repeal, and the state branch of Americans for Prosperity told supporters that 'green energy mandates replace the free-market with bureaucratic government oversight, driving up costs for hard-working Kansas families.' The national group has spent $300,000 in the state pushing for the rollback of renewable standards. P. Connections to key Kansas politicians also were strong. Both the Kansas state Senate's president, Susan Wagle, and the speaker of the state House, Ray Merrick, are members of the ALEC board and backed repeal. 'The repeal of the RPS [Renewable Portfolio Standards] fits in line with the goals of the organization,' said Wagle, who said she joined ALEC in the 1990s in connection with her opposition to health-care reform led by Hillary Rodham Clinton, then the first lady. Q. Moreover, the Kansas economy relies heavily on fossil fuels. The state is the nation's 10th-largest producer of crude oil and 12th-largest of natural gas, according to the federal Energy Information Administration. In 2013, coal-fired power plants provided 61 percent of the state's electricity, well above the national average. But the strong winds that blow across Kansas have carried new interests into the state. Kansas ranks sixth in the country in wind output, which jumped by a third last year and equaled 19 percent of the state's electricity, the EIA says. R. The growing number of wind farms not only generates power but royalties for landowners. Dorothy Barnett, executive director of the Climate and Energy Project, said that Kansas landowners receive more than $13 million a year. 'This issue is an issue that touches rural Kansans, and we have a lot of rural Kansas legislators,' she said.

单选题 McDonald's is having a bit of an identity crisis. Recently, the burger giant announced a 5.2% drop in profits for the first three months of this year and a l.7% decrease in same store sales in the US. President and CEO Don Thompson emphasized that McDonald's would be focusing on its core products, like its Big Mac, Egg McMuffin, and its famous French fries. Thompson's back-to-basics vow comes in response to the sort of menu creep the chain experienced last year, when it rolled out a seemingly endless stream of limited time offers, like its Mighty Wings, a steak and egg burrito (蛋卷饼), a steak breakfast sandwich and so on. It's vital that McDonald's craft a consistent message, so customers' expectations are met when they choose to eat there. When McDonald's first got off the ground in the 1940s, it had a nine-item menu made up of hamburger, cheeseburger, soft drinks, milk, coffee, potato chips, and a slice of pie. It built its iconic(标志性的) reputation on guaranteeing that these food and beverage items would have the same great taste no matter the McDonald's location at which they were served. Just as crucial, too much menu diversification, which McDonald's has suffered from lately, leads to longer customer wait times in an industry built on speed. 'What McDonald's workers do inside those four walls is really impressive. Everyone has their time and place, and their entire job is done in two or three steps,' says Howard Penney, managing director at Hedgeye Risk Management. Adding more processes that come with a bigger menu, specifically the smoothie(奶昔) and espresso machines, has disrupted McDonald's restaurants' time and motion, he says. It takes a lot longer to make a smoothie than it does to pour a fountain Coke. 'Everything they've done to become all things to all people has slowed service,' Penney says. Going back to its roots could be just what McDonald's needs. After all, it seems like a long shot for the fast food giant to become the next Chipotle or Panera since, as Penney puts lt, 'the core McDonald's customer is not looking for a wrap with a cucumber in it'.

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 There was a time, not that long ago, when women were considered smart if they played dumb to get a man, and women who went to college were more interested in getting a 'Mrs. degree' than a bachelor's. Even today, it's not unusual for a woman to get whispered and unrequested counsel from her grandmother that an advanced degree could hurt her in the marriage market. 'There were so many misperceptions out there about education and marriage' that I decided to sort out the facts,' said economist Betsey Stevenson, an assistant professor at the Wharton School at the University of Pennsylvania. So along with Wharton colleague Adam Isen, Stevenson calculated national marriage data from 1950 to 2008 and found that the marriage penalty women once paid for being well educated has largely disappeared. 'In other words, the difference in marriage rates between those with college degrees and those without is very small,' said Stephanie Coontz, a family historian at Evergreen State College. The new analysis also found that while high-school dropouts (辍学学生) had the highest marriage rates in the 1950s, today college-educated women are much more likely to marry than those who don't finish high school. Of course, expectations have changed dramatically in the last half century. 'In the 1950s, a lot of women thought they needed to marry right away,' Coontz said. 'Real wages were rising so quickly that men in their 20s could afford to marry early. But they didn't want a woman who was their equal. Men needed and wanted someone who knew less.' In fact, she said, research published in 1946 documented that 40 percent of college women admitted to playing dumb on dates. 'These days, few women feel the need to play down their intelligence or achievements,' Coontz said. The new research has more good news for college grads. Stevenson said' the data indicate that modern college-educated women are more likely to be married before age 40, are less likely to divorce, and are more likely to describe their marriages as 'happy'. The marriages of well-educated women tend to be more stable because the brides are usually older as well as wiser, Stevenson said.