单选题 Questions10-13 are based on the passage you have just heard.

单选题Old people are always saying that the young are not what they were. The young are better educated. They have a lot more money to spend and enjoy more freedom. They grow up more quickly and are not so 27 on their parents. They think more for themselves and do not blindly accept the ideals of their elders. Events which the older generation remembers 28 are nothing more than past history. This is as it should be. Every new generation is different from the one that preceded it. The old always assume that they know best for the simple reason that they have been around a bit longer. They don't like to feel that their 29 are being questioned or threatened. And this is precisely what the young are doing. They are questioning the assumptions of their elders and 30 their complacency(自满). Who said that all the men in the world should wear dull grey suits and convict haircuts? Why have the older generation so often used violence to solve their problems? Why are they so unhappy and guilt-ridden in their personal lives, so 31 with mean ambitions and the desire to amass (积累) more and more material 32 ? These are not questions the older generation can shrug off lightly. Traditionally, the young have turned to their elders for 33 . Today, the situation might be 34 . The old could learn a thing or two from their children. One of the biggest lessons they could learn is that enjoyment is not ' 35 '. Enjoyment is a principle one could apply to all aspects of life. It is surely not wrong to enjoy your work and enjoy your leisure; to 36 restricting inhibitions. A. disturbing B. distinctively C. guidance D. shed E. reliance F. dependent G. obsessed H. sinful I. dissolving J. vividly K. reversed L. brutal M. possessions N. values O. rein

单选题 Directions: For this part, you are allowed 30 minutes to write an essay on perseverance by referring to the saying 'What you do every day matters more than what you do every once in a while.' You can cite examples to illustrate your point and then explain what you will do to enhance your perseverance. You should write at least 150 words but no more than 200 words..

单选题Sending your children to piano or violin lessons in a bid to boost their academic achievement is a waste of money, according to scientists. Although research has shown that youngsters who take music lessons are more likely to be 27 of their class, psychologist Glenn Schellenberg claims this link is 28 . Instead, improved academic performance may be because brighter children from privileged 29 are more likely to learn an instrument, rather than music classes helping to boost their 30 . 'Music may 31 you a bit, but it's also the case that different children take music lessons,' said Professor Schellenberg of the University of Toronto, who added that parents' education was the most influential 32 on musicality. 'Children who take music lessons come from families with higher incomes, they come from families with more 33 parents, they also do more extracurricular (课外的) activities, they have higher IQs, and they do better at school.' In tests on 167 children who played the piano or other instruments, they found their answer to personality tests could 34 how likely it was for them to continue their music lessons. Those who were more outgoing and conscientious were more likely to continue to play. 'We were 35 by the fact that kids who take music lessons are particularly good students, in school they actually do better than you would predict from their IQ, so 36 something else is going On,' Professor Schellenberg told the American Association for the Advancement of Science (AAAS) annual conference in Boston. 'So we thought that personality might be the personality.' A. backgrounds B. change C. decrease D. displayed E. educated F. emotional G. factor H. fortunately I. intelligence J. misleading K. motivated L. obviously M. predict N. status O. top

单选题 When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability to do well in school. These are at best only indicators of something larger, deeper, and far more important. By intelligence we mean a style of life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don't know what to do. The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. He grapples (搏斗) with it boldly, imaginatively, resourcefully (机智地), and if not confidently, at least hopefully: if he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and one's self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style of behavior, arising out of entirely different set of attitudes. Years of watching and comparing bright children with the not-bright, or less bright, have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, embrace it, unite himself with it. There is no wall, no barrier, between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real, more inclined to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim (格言) that there is more than one way to skin a cat. If he can't do something one way, he'll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once: if that try fails, he is through. Nobody starts off stupid. Hardly an adult in a thousand, or ten thousand, could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns; and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by any other one thing, it is, destroyed by the process that we misname (误称) education—a process that goes on in most homes and schools.

单选题 Questions20-22 are based on the recording you have just heard.

单选题 Professor Stephen Hawking has warned that the creation of powerful artificial intelligence (AI) will be 'either the best, or the worst thing, ever to happen to humanity', and praised the creation of an academic institute dedicated to researching the future of intelligence as 'crucial to the future of our civilisation and our species'. Hawking was speaking at the opening of the Leverhulme Centre for the Future of Intelligence (LCFI) at Cambridge University, a multi-disciplinary institute that will attempt to tackle some of the open-ended questions raised by the rapid pace of development in AI research. 'We spend a great deal of time studying history,' Hawking said, 'which, let's face it, is mostly the history of stupidity. So it's a welcome change that people are studying instead the future of intelligence.' While the world-renowned physicist has often been cautious about AI, raising concerns that humanity could be the architect of its own destruction if it creates a super-intelligence with a will of its own, he was also quick to highlight the positives that AI research can bring. 'The potential benefits of creating intelligence are huge,' he said. 'We cannot predict what we might achieve when our own minds are amplified by AI. Perhaps with the tools of this new technological revolution, we will be able to undo some of the damage done to the natural world by the last one—industrialisation. And surely we will aim to finally eradicate disease and poverty. And every aspect of our lives will be transformed. In short, success in creating AI could be the biggest event in the history of our civilisation.' Huw Price, the centre's academic director and the Bertrand Russell professor of philosophy at Cambridge University, where Hawking is also an academic, said that the centre came about partially as a result of the university's Centre for Existential Risk. That institute examined a wider range of potential problems for humanity, while the LCFI has a narrow focus. AI pioneer Margaret Boden, professor of cognitive science at the University of Sussex, praised the progress of such discussions. As recently as 2009, she said, the topic wasn't taken seriously, even among AI researchers. 'AI is hugely exciting,' she said, 'but it has limitations, which present grave dangers given uncritical use.' The academic community is not alone in warning about the potential dangers of AI as well as the potential benefits. A number of pioneers from the technology industry, most famously the entrepreneur Elon Musk, have also expressed their concerns about the damage that a super-intelligent AI could do to humanity.

单选题Many of today's college students are suffering from a form of shock. Lisa is a good example of a student in shock. She is an attractive, intelligent twenty-year-old college 26 at a state university. Now, only three years later, Lisa is miserable. She has 27 her major four times and is forced to hold down two part-time jobs in order to pay her tuition. She suffers from sleeping and eating disorders and has no 28 friend. Sometimes she burst out crying for no 29 reason. What is happening to Lisa happens to millions of college students each year. As a result, roughly one-quarter of the student population at any time will suffer from 30 of depression. Half of them will experience depression intense enough to call for 31 help. But many of them 32 the idea because they don't want people to think there's something wrong with them. There are two reasons today's college students are suffering more than in earlier generations. First is a weakening family support 33 . Today, with high divorce rate, the traditional family is not always available for support. Another problem is 34 pressure. In the last decade, tuition cost rose about sixty-six percent at public colleges and ninety percent at private schools. Most students, 35 , must work at least part-time. It can be depressing to students to be faced with the added tuition costs. A. apparent I. intimate B. automatic J. junior C. consequently K. professional D. consistently L. recalled E. decline M. structure F. delightful N. switched G. finance O. symptom H. financial

单选题 Questions10-13 are bused on the passage you have just heard.

单选题 Questions16-18 are based on the recording you have just heard.