Read carefully the following excerpt on Internet connections arguments in the US, and then write your response in NO LESS THAN 200 words, in which you should: summarize the main message of the excerpt, and then comment on whether Internet is a good thing or an evil thing for students. You should support yourself with information from the excerpt. Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks. The Hunt for Internet Connections Might Be Over Soon So far, two buses in the Coachella Valley Unified School District have Wi-Fi technology. The district is still working on how to best use the technology on buses. The hunt for after-school Internet connections needed to do homework might soon be over for some of the nation's poorest students. The Federal Communications Commission voted Thursday to include broadband connections in a $1.8 billion federal program that subsidizes telephone services for low-income people. This program isn't reserved for families with school-aged children, but supporters say the change will inevitably help the neediest students get online at home. FCC Commissioner Jessica Rosenworcel said the measure to increase Internet access will help solve "the cruelest part of the digital divide." "School-aged kids without broadband access at home are not only unable to complete their homework—they enter the job market with a serious handicap," she said. "And that loss is more than individual. It's a loss to the collective human capital and shared economic future that we need to address." Meanwhile, some Internet safety experts warned that we should be cautious about kids' privacy protection. Criminologist Professor David Wilson from Birmingham City University said, "Children's privacy can be greatly harmed by the Internet. Some websites store information. Some ask them to fill in information which can be sold to other sites for commercial purposes."

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Which of the following sentences is INCORRECT?

Which of the following sentences indicates ABILITY?

All the following sentences have an object complement EXCEPT

On a cool June morning, Liz Neumark is stirring up a simple summer soup for some very demanding clients. As cofounder and CEO of Great Performances, one of New York City's most successful catering companies, Neumark has spent decades dealing with people who know what they like. But her work site today is unusual: She's standing in a field on her organic farm in upstate New York, chopping vegetables that were harvested only a few feet away. And her running commentary isn't exactly standard either. "We have to respect food, " she tells her guests as they carefully cut up carrots and onions. "We have to think about all the people who don't have what we have here, and treat the food nicely. " Finally ready, the soup is ladled into bowls and lifted to half a dozen mouths simultaneously. "How does it taste?" Neumark asks. A little boy takes a tentative sip, then runs into the field and spits it out. "Like poison!" he calls, delighted with himself. Everyone cracks up, including Neumark. The boy arrived at Neumark's Katchkie Farm this morning with his classmates and teachers from PS 180 in Harlem. They've already collected eggs from the chickens, repotted seedling(秧苗)tomatoes, and picked vegetables, all as part of a program called the Sylvia Center, which Neumark created to show city kids where real food comes from and what it can taste like. Most of these kids have brought lunches from home that are heavy with processed food, soda, and sweets, plus snacks with brand names and bar codes. Just getting them to think about food that comes from nature rather than a supermarket shelf will require some prodding from a woman who loves cooking, eating, gardening, and, above all, kids. Luckily, Neumark is perfect for the job. Of course, simply being told that certain foods are good for you is not going to convince children to change their eating habits. But Neumark has seen that when kids plant and weed, harvest and cook their own food, the lesson takes root. Will the boy who was nearly "poisoned" by the freshest of all vegetable soups be similarly converted? There's no way of knowing, but at the very least, he now has an idea of what vegetable soup is supposed to taste like. Maybe, one day, he'll be willing to give it another try. Maybe he'll actually like what he tastes, and that will be one more kid connected to the planet and to the wonders of fresh food and his own body. "I wanted to inspire, create and hear the laughter of children, " Neumark says. When she's on her farm, listening to birds, feeling life happening all around her, she says, she feels comfort and some measure of peace.

{{B}}SECTION A TALKIn this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word (s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.{{/B}}

If only the patient______a different treatment instead of using the antibiotics, he might still be alive now.

It's no use ______ me not to worry.

Which of the following underlined parts is used as preposition?

Introduction to and Requirements for Psychology Course1. Course contentIntroduction to the study of the【T1】【T1】______Topics: brains, children, language, sex, memory, madness, disgust,【T2】【T2】______2. Course style2 lectures a week and【T3】【T3】______Lecture slides' format:【T4】【T4】______3. Course materialsTextbook: Psychology,【T5】edition【T5】______A collection of【T6】【T6】______4. Course【T7】【T7】______A Midterm examA Final exam on the【T8】of class【T8】______Question types:【T9】, short answer and fill-in the blank【T9】______5. SuggestionContact with the teacher in class or during his【T10】【T10】______

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{{B}}SECTION B CONVERSATIONSIn this section you will hear two conversations. At the end of each conversation , five questions will be asked about what was said. Both the conversation and the questions will be spoken ONCE ONLY. After each question there will be a ten-second pause. During the pause, you should read the four choices of [A], [B], [C] and [D], and mark the best answer to each question on ANSWER SHEET TWO.You have thirty seconds to preview the questions.{{/B}}

Which of the following can be used as a stative verb(静态动词)?

PASSAGE THREE

You can actually see the deer at close range while driving thorough that area. The italicized phrase means_____.(2010-77)

(l)When a customer fell deathly ill, waitress Jessica Grant called on a skill she never thought she'd need. (2)The man eating chicken chimichangas at table 25 asked for more tortillas and a Dr Pepper. Jessica Shafer Grant, eight hours into a 12-hour double shift at Abuelo's restaurant in Abilene, Texas, checked on her other customers, then made her way downstairs to the kitchen to place the order. Grant, 29, called "Jay," was well liked at work. The starting shortstop on the restaurant's Softball team, she had recently moved to Abilene with her five-year-old daughter and was supplementing the income she earned as a dental assistant by waiting tables on weekends. (3)In the restaurant's courtyard, Walter Wheat, 74, had just polished off a plate of enchiladas. A former sergeant major in the U.S. Army, the grandfather of four had taken on a job as a substitute teacher at an elementary school. "I've been doing that for ten years," he'd recently quipped. "I've been quitting for nine." Wheat signed his credit card bill and stood up to leave. He dropped his jacket and staggered. His wife, Doris, 67, and the dinner companion grabbed Wheat's arms and brought him carefully to the floor. Then Wheat, who'd survived a heart attack eight years earlier, stopped breathing and stared up vacantly. (4)Doris fell to her knees and leaned over her husband. "Daddy, breathe! Breathe!" A man who identified himself as a doctor shot up from a nearby table and rushed to Wheat's side. Wheat's skin was pale, and his lips were turning blue. A crowd of patrons gathered as the man placed his fingers on Wheat's neck. He looked up and shook his head. Wheat had no detectable pulse. Doris turned to a nearby waitress. "Help my husband!" she cried. "Please!" (5)Grant was coming down the stairs when she saw a crowd in the courtyard, with Doris sitting on the floor near the center of the group. Then Grant saw Wheat on the ground. She pushed her way in. (6)"What's going on?" she asked. (7)"He doesn't have a pulse," the doctor said. (8)Grant had learned CPR as part of her dental training, though she'd never had to use it before. "Can I give him mouth-to-mouth?" she asked Doris. (9)"Please!" (10)The doctor backed away and left the restaurant before anyone got his name. Grant knelt by Wheat's head and bent close to listen for his breath. Then she felt for his pulse. Nothing. He looks pretty bad, she thought. He's not going to make it. She began CPR anyway—I need to do that for him, she thought—alternating between two consecutive bursts of mouth-to-mouth breathing and a series of chest compressions. (11)Within a couple of minutes, bartender Jeff Womble was at Grant's side. He had been mixing margaritas when the restaurant's manager alerted him to the crisis downstairs. A nursing student, Womble wordlessly took over the chest compressions on Wheat. (12)Soon the two workers had synchronized their efforts: Grant breathed into Wheat's mouth, then counted as Womble launched into compressions. "One one-thousand, two one-thousand..." (13)The restaurant was nearly silent. Some patrons prayed softly. Doris twisted a napkin in her hands, repeating to herself, "God, please don't take him from me yet." (14)Grant and Womble persisted for nearly ten minutes. Then Wheat gasped. Grant sat back and told Womble to stop. "Keep going!" someone shouted. "Why are you stopping?" (15)But Grant followed her instincts. "Let's not mess with this," she instructed. "He's breathing." (16)The restaurant erupted into applause. (17)But Grant was already upstairs delivering tortillas and a Dr Pepper to table 25, apologizing profusely to the patrons for the delay. After she explained the situation, the customers tipped her $100. It took Grant an hour to realize the magnitude of the incident, and she trembled from head to toe. Meanwhile, doctors determined that Wheat had suffered a ruptured aortic aneurysm, which kills 90 percent of its victims. A few days later, Grant and her daughter paid a visit to Wheat in the hospital, where he was recovering from surgery. She hugged him carefully, and Wheat managed a cheerful greeting. "I couldn't believe he was actually talking," Grant says. Doris sat by Wheat's bedside, and everyone in the room held hands, cried, and prayed together. "It was amazing," says Grant. "They treated us like family."

In the sentence "He told me that his brother John is a world-famous doctor", the underlined part is used as

{{B}}SECTION A TALKIn this section you will hear a talk. You will hear the talk ONCE ONLY. While listening, you may look at ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word (s) you fill in is (are) both grammatically and semantically acceptable. You may use the blank sheet for note-taking.You have THIRTY seconds to preview the gap-filling task.{{/B}}

A new generation of mind-enhancing drugs that act as "cosmetics" for the brain could become as common as a cup of coffee, according to an official investigation by leading scientists. Powerful stimulants that improve memory, intellectual agility or other aspects of mental performance will almost certainly be developed over the next 20 years. They will have few side-effects, little or no addictive properties and could be used for non-medical purposes such as boosting exam performance, making better business decisions or even eliminating bad memories, the scientists said. The first of these "cognition enhancers" is already being developed from research into existing drugs designed to treat medical problems. " In a world that is increasingly non-stop and competitive, the individual's use of such substances may move from the fringe to the norm, with cognition enhancers used as coffee is today, " says the Foresight report of the government's Office of Science and Technology. "Cognition enhancers are likely to be deve-loped to treat people who need to improve attention, memory or wakefulness and to help people to forget, sleep more efficiently and be less impulsive, " the report says. Drugs that help people to forget disturbing experiences raise the prospect of a future portrayed in films such as Total Recall or Eternal Sunshine of the Spotless Mind, where characters are able to forget painful relationships, the scientists said. But the possibility raises disturbing practical, ethical and social issues. "It is possible that such an advance could usher in a new era of drug use without addiction , " says the report. Professor Trevor Robbins of Cambridge University, one of the lead authors of the Foresight report, said yesterday that two drugs available on prescription were known to have mind-enhancing properties when taken by healthy people. Ritalin, which is given to children with attention-deficit disorder, is being used by a small number of students in an attempt to improve exam results and by businessmen to boost boardroom performance. Modafinil, a drug designed to treat narcolepsy, is also used to improve the concentration of healthy people so they can make more accurate decisions, Professor Robbins said. "What tends to happen is that the drug makes you less impulsive, it makes you more reflective about the problem so you take a bit longer, but you get it right, " Professor Robbins said. Research into the chemistry of the brain has already identified about 60 natural compounds that affect the mind. Further work is almost certain to produce new drugs that could enhance mental performance, the Foresight report says. " If we ever find ourselves in a society that embraced cognition enhancers, ' mental cosmetics' could become accepted and create new expectations about the performance and behaviour of individuals and groups, " the report says. Cognitive enhancers could also be developed to help people come off addictive drugs or overcome post-traumatic stress disorder.