PASSAGE TWO

What is Art?I. Different Opinions on Art— Art makes us more thoughtful and【T1】_____people【T1】______a)Graphics on video gameb)Makes us laugh or incites us to riotc)An outlet to be creative and to【T2】_____【T2】______d)Gives us a sense of purpose— Art is functional and【T3】_____【T3】______ Desk, table, shoes, coffee cup, other【T4】_____【T4】______— Art is in【T5】_____; no one could decide what it is【T5】______a)The former statement is trueb)The latter comment is not— Art is【T6】_____ and means differently to everyone【T6】______a)too broad and elusive to define artb)lots of references to citeII. What Is Art-【T7】_____【T7】______a)Elements of art Colour Value Space 【T8】_____【T8】______b)【T9】_____【T9】______ Balance Contrast 【T10】_____【T10】______ Proportionc)【T11】_____【T11】______ Canvas Brushes 【T12】_____【T12】______— Contenta)Artist's【T13】_____【T13】______b)Artist's actual messagec)Viewers'【T14】_____【T14】______d)Religione)Political and social influencesf)Historial【T15】_____【T15】______g)Artist's use of hallucinogenic substances

Whichever they may differ widely in function, all cells have a surrounding membrane and an internal, water-rich substance called cytoplasm.

Cultural Characteristics & WebsitesI. High and low context culturesA. High-context communication: depend on factors【T1】_____:【T1】______— Asian, Indian and【T2】_____ Cultures【T2】______B. Low-context communication: only use the spoken or written language:— Western Europe and the USC. Website—designed for high-context cultures:— With lots of "【T3】_____" images【T3】______D. Website—designed for low-context cultures:— With【T4】_____【T4】______II. High and low power distanceA. High power distance: people in a powerful position are given special favors and highly respected— Example: A professor in【T5】_____【T5】______B. Low power distance: people in a powerful position won't be given special favors— Example: A professor in the USC. Website—designed for high power distance: images and icons representing power—【T6】_____, finance, crests, shields or men in suits【T6】______D. Website—designed for low power distance:messages of【T7】_____ and equality【T7】______— Men and women, more【T8】_____【T8】______III. Masculine and feminine culturesA Masculine cultures: emphasize【T9】_____, assertiveness, and ambition,【T9】______and value wealth and material possessions.— The most masculine culture:【T10】_____【T10】______—【T11】_____ goals are considered secondary【T11】______B. Feminine cultures: relationships and the quality of life are more important.— A better【T12】_____ balance【T12】______— The most feminine culture: SwedenC. Website—designed for feminine cultures:— Display men and woman【T13】_____【T13】______— Images of nature— Colors associated with nature:【T14】_____, browns【T14】______D. Website—designed for masculine cultures:— Power— Images associated with wealth or【T15】_____【T15】______— Cool blues, silvers, grays, reds and blacks

PASSAGE ONE

人是会病的，孩子也不能幸免，生病是生活的一部分，父母不能包办一切。 我一直秉承这一思路，来处理自己和孩子的关系。 父母爱孩子，是天性和本能。如何教育孩子，需要学习和实践，本能管不了那么多。孩子一天天长大，能做的事情、能思考的问题逐日增加，越来越多。一切都在潜移默化中发生，并没有什么人正儿八经地向我们宣告骤变从哪一个时刻开始。爸爸妈妈这个职务，是世界上最难胜任的角色之一，充满了艺术性和不确定性。

Writing a Literature ReviewI. Definition of Literature Review— It's a(n)【T1】_____ and discussion of the literature【T1】______in a given area of study.— It is organized in time order or in【T2】_____ order.【T2】______— It is not an【T3】_____, nor a summary.【T3】______II. Purpose and Audience of a Literature Review— to【T4】_____specific arguments and ideas in a field of study【T4】______— to examine the【T5】_____ or areas needing further study【T5】______— to demonstrate the【T6】_____ and validity of the research【T6】______— different audience will require different types of literature review III. Questions a Literature Review Should Answer— What have been done?— What【T7】_____ have been used? Are they improved?【T7】______— What could be improved?— What are the future directions in this subject?— What could you【T8】_____to the field?【T8】______V. Length of a Literature Review— A full chapter or at least【T9】_____pages for a thesis or dissertation【T9】______— A few pages for an assignmentVI.【T10】_____ of a Literature Review【T10】______— Group sources in order of【T11】_____【T11】______Papers focusing on【T12】_____, historiographical papers etc.【T12】______Example: reviews on mental illness— Group sources in terms of topics they coverA stronger method, because it helps avoid【T13】_____the sources【T13】______Example: If a paper is about changes in popular music, possiblesections are researches about production of music,dissemination of music,【T14】_____【T14】______and historical studies of popular music.— REMEMBER:Literature review is the discussion of【T15】_____ among previous【T15】______researches and your work

From the anti-utopia writings of Aldous Huxley and H. G. Wells to movies like Matrix, the rise of the machine has long terrified mankind. There are also thinkers who think artificial intelligence (AI) is a real danger. The following article introduces an Oxford academic's warning that humanity runs the risk of creating super intelligent computers that eventually destroy human. Write an article of NO LESS THAN 300 words, in which you should: 1. summarize briefly the article; 2. give your comment. Dr Stuart Armstrong, of the Future of Humanity Institute at Oxford University, has predicted a future where machines run by artificial intelligence become so indispensable in human lives they eventually make us redundant and take over. And he says his alarming vision could happen as soon as the next few decades. Dr Armstrong said: "Humans steer the future not because we're the strongest or the fastest, but because we're the smartest. When machines become smarter than humans, we'll be handing them the steering wheel." Dr Armstrong envisages machines capable of harnessing such large amounts of computing power, and at speeds inconceivable to the human brain, that they will eventually create global networks with each other—communicating without human interference. It is at that point that what is called Artificial General Intelligence (AGI)—in contrast to computers that carry out specific, limited, tasks, such as driverless cars—will be able to take over entire transport systems, national economies, financial markets, healthcare systems and product distribution. "Anything you can imagine the human race doing over the next 100 years there's the possibility AGI will do very, very fast," he said. But while handing over mundane tasks to machines may initially appear attractive, it contains within it the seeds of our own destruction. In attempting to limit the powers of such super AGIs mankind could unwittingly be signing its own death warrant He warns that it will be difficult to tell whether a machine is developing in a benign or deadly direction. He says an AI would always appear to act in a way that was beneficial to humanity, making itself useful and indispensable—much like the iPhone's Siri, which answers questions and performs simple organisational tasks—until the moment it could logically take over all functions. "As AIs get more powerful anything that is solvable by cognitive processes, such as ill health, cancer, depression, boredom, becomes solvable," he says. "And we are almost at the point of generating an AI that is as intelligent as humans." Dr Armstrong says mankind is now involved in a race to create "safe AI" before it is too late."Plans for safe AI must be developed before the first dangerous AI is created," he writes in his book Smarter Than Us: The Rise of Machine Intelligence. "The software industry is worth many billions of dollars, and much effort is being devoted to new AI technologies. Plans to slow down this rate of development seem unrealistic. So we have to race toward the distant destination of safe AI and get there fast, outrunning the progress of the computer industry." One solution to the dangers of untrammelled AI suggested by industry experts and researchers is to teach super computers a moral code. Unfortunately, Dr Armstrong points out, mankind has spent thousands of years debating morality and ethical behaviour without coming up with a simple set of instructions applicable in all circumstances which it can follow. Imagine then, the difficulty in teaching a machine to make subtle distinctions between right and wrong. "Humans are very hard to learn moral behaviour from," he says. "They would make very bad role models for AIs."

The private satellite industry sprang up in the mid-1960's to relay not only television broadcasts but too phone calls and computer data.

Teaching English through Children's LiteratureI . A case: characters in children's literature【T1】______them learn【T1】______English in ParisII. The values of stories in educationA. Why using literature stories—teachers becoming more【T2】______with methods based on acquisition【T2】______—stories being related to the major goals for language teaching:linguistic, psychological, cognitive,【T3】______and cultural【T3】______B. The values of using stories—teachers enriching their【T4】______【T4】______—stories offering the starting point and rich【T5】______【T5】______III. Appropriate storybooks for teaching —-having international fame—containing rich and【T6】______examples【T6】______—good quality and various styles and illustrations —happening in settings other than western and urban—developing【T7】______consciousness【T7】______—improving social skills and【T8】______development【T8】______—stories with an outcome in the form of【T9】______【T9】______IV. Pupil's own reactions to the stories—younger children responding in【T10】______【T10】______—older pupils completing a more detailed written evaluation focusing ongenre,【T11】______, setting, illustrations, etc.【T11】______V.【T12】______and development of teachers【T12】______—energy, creativity, and various skills of teachers—teachers keeping【T13】______language teaching【T13】______—teacher's critical appraisal, resourcefulness and【T14】______being【T14】______improved —teacher's other skills being developed:storytelling, ways of using authentic language, creating activities for【T15】______languages【T15】______

According to a recent survey, 74% of American adults online use social networking sites such as Facebook, Instagram and Twitter. On social media sites like these, users may develop biographical profiles, communicate with friends and strangers, do research, and share thoughts, photos, music, links, and more. The same thing is happening around the world. The following are opinions on the impact of social networking sites on our society. Read the excerpts carefully and write your response in about 300 words, in which you should: 1. summarize briefly the opinions mentioned below; 2. give your comment. 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.Nicole Ellison, PhD, Assistant Professor of Michigan State University I believe the benefits provided by social network sites such as Facebook have made us better off as a society and as individuals, and that, as they continue to be adopted by more diverse populations, we will see an increase in their utility. Anecdotal evidence of positive outcomes from these technologies such as political activities organized via Facebook or jobs found through LinkedIn—is well-known. Social technologies never have predictable and absolute positive or negative effects, which is why social scientists dread questions like these. In considering the effects of social network sites, it is clear that there are many challenges to work through—the increasing commercialization of this space, the need to construct strong privacy protections for users, and safety issues—but I believe the benefits we receive as a society provided by these tools far outweigh the risks.Kyung-Tag Lee, PhD, Professor of Management at Kyungpook National University (South Korea) Social networking sites are used to facilitate studying, forming new relationships, maintaining preexisting personal ties, engaging in self-presentation, looking at photos and user profiles of other people, commenting on messages posted by others, avoiding boredom, passing the time, and procrastinating. These activities help individuals reduce loneliness and accumulate personal social capital, including emotional satisfaction, access to information, increasing one's well-being, and so on. When people use social networking sites, they tend to establish strong ties online, and strong ties support high quality friendships and social companionship, which ultimately enhance their well-being.Susan Greenfield, Professor of University of Oxford Social networking sites might tap into the basic brain systems for delivering pleasurable experience. However, these experiences are devoid of cohesive narrative and long-term significance. As a consequence, the mid-21st century mind might almost be infantilised, characterised by short attention spans, sensationalism, inability to empathise and a shaky sense of identity.Tom Hodgkinson, writer for the Guardian I despise Facebook. This enormously successful American business describes itself as "a social utility that connects you with the people around you". But hang on. Why on God's earth would I need a computer to connect with the people around me? Why should my relationships be mediated through the imagination of a bunch of supergeeks in California? What was wrong with the pub? And does Facebook really connect people? Doesn't it rather disconnect us, since instead of doing something enjoyable such as talking and eating and dancing and drinking with my friends, I am merely sending them little ungrammatical notes and amusing photos in cyberspace, while chained to my desk?... Clearly, Facebook is another uber-capitalist experiment: can you make money out of friendship? Can you create communities free of national boundaries — and then sell Coca-Cola to them? Facebook is profoundly uncreative. It makes nothing at all. It simply mediates in relationships that were happening anyway.

To snoop, or not to snoop? Some experts claim that parents have a duty to hack into their children's social media to ensure their safety. But this suggestion is accused by many of violating children's privacy. Should parents monitor their children's social media? The following are opinions from two sides. Read the excerpts carefully and write your response in about 300 words, in which you should: 1. summarize briefly the opinions from both sides; 2. give your comment. 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.Parents Nicolas: I think that we do because what if our kids are getting threatened or stalked and they are too scared to tell us and then it would be too late to fix. Also I think yes because the Internet is very dangerous and we should help. Kelly: I believe that technology should be part of family life with the sort of rules and expectations that you have for table manners or bedtimes. I wouldn't demand that my children hand over their phones for me to check, but I would expect to be their Facebook friend, and to have ongoing conversations with them about potential dangers. I also think it's my role as a parent to keep up-to-date with any new technology that my children might want to use. Emma, mother to Laura, 17: A couple of years ago, I discovered Laura had self-harmed. I knew something was very wrong but she wouldn't open up to me and refused to accept she had a problem. Out of desperation I logged on to her computer when she was at school and found her Facebook page. It was so dark and depressing that I realized she was clinically depressed. I made a doctor's appointment for her. It took a while for Laura to accept that my "snooping" had been necessary but I would advise any parent to do the same.Children Olivia: Obviously parents don't trust their kids. If they can't trust them, they may as well completely run their lives, telling them what not to do online, what to eat, doing this isn't helping. If they can't trust their kids, they'll never learn for themselves what's right or what's not right. Teenagers and parents relationships should be based on trust. Lois: Parents should trust their teenagers not to do inappropriate things online, and on social media. If they don't trust each other, then there will be a problem in their bond. If there is a weak bond, then there will be a chasm between them. They will have a hard time understanding each other and then they will get into arguments and fights. This is a critical time in teenagers' life. If they learn that this is how to treat their own children in the future then the cycle of the arguments and fights will continue. David: Plain bad parenting. If children do not have the confidence to open up to their parents about being cyber bullied or think parents should not "spy" on their children, parents should work on building the relationship between them, making kids at ease to confide in them more. Dania: Children do not have access to the parents' social media, so why should parents have access to their children's social media? If parents think there is something wrong they can talk about it; there is no need to invade children's privacy. Write your response on ANSWER SHEET FOUR.

PASSAGE THREE

[此试题无题干]

Types of Language TestingI. Placement— sort new students into【T1】______【T1】______— test the student's【T2】______rather than specific points of learning【T2】______— Interview as a good form of placement tests:-【T3】______ both positive and negative factors that【T3】______are not revealed by written tests- assess both【T4】______ and fluency【T4】______II. Diagnostic— also called【T5】______ or progress tests【T5】______— check student's progress after learning【T6】______【T6】______— the results【T7】______ those learning well, meanwhile,【T7】______give feedback to those notIII.【T8】______【T8】______— also called【T9】______【T9】______— examine a longer period of learning than diagnostic tests— determine which level a student lies with【T10】______ standard【T10】______IV. Proficiency— assess the student's ability in【T11】______【T11】______— test student's ability to repair【T12】______in communication【T12】______— An example of proficiency test:【T13】______【T13】______-【T14】______: to measure the ability to understand English【T14】______as it is spoken in US- Structure and Written Expression: to examine the knowledge ofstructural and【T15】______points in standard written English【T15】______- Vocabulary and Reading Comprehension: to test the ability to understand a variety of reading materials

How to Conquer Public Speaking FearI. IntroductionA. Public speaking—a common source of stress for everyoneB. The truth about it—it is not 【T1】 1 stressful 【T1】 2—it is very likely to become 【T2】 3 【T2】 4experience if the speaker correctly understands the 【T3】 5: 【T3】 6—bears in mind its meaning, key points and reminders related.II. Causes of stress in a speechA. lack of right 【T4】 7 【T4】 8B. lack of right 【T5】 9 【T5】 10C. lack of right plan of actionIII. Meaning of a 【T6】 11 speech. 【T6】 12A It doesn't mean perfection.B. Give your audience something 【T7】 13 so that 【T7】 14—they feel better about themselves:—they feel better about jobs they have to do:—they feel 【T8】 15 【T8】 16IV. Main points for 【T9】 17 a speech 【T9】 18A. Do not deliver 【T10】 19 to the audience. 【T10】 20B. Have 【T11】 21 or an index card. 【T11】 22V. General remindersIf you forget the 【T12】 23 about public speaking and 【T12】 24feel 【T13】 25, 【T13】 26A go back and review this lecture,B. find out what you did 【T14】 27, 【T14】 28C. go back out and speak again.Remember that the 【T15】 29 will be impressive. 【T15】 30 How to Conquer Public Speaking FearI. IntroductionA. Public speaking—a common source of stress for everyoneB. The truth about it—it is not 【T1】 31 stressful 【T1】 32—it is very likely to become 【T2】 33 【T2】 34experience if the speaker correctly understands the 【T3】 35: 【T3】 36—bears in mind its meaning, key points and reminders related.II. Causes of stress in a speechA. lack of right 【T4】 37 【T4】 38B. lack of right 【T5】 39 【T5】 40C. lack of right plan of actionIII. Meaning of a 【T6】 41 speech. 【T6】 42A It doesn't mean perfection.B. Give your audience something 【T7】 43 so that 【T7】 44—they feel better about themselves:—they feel better about jobs they have to do:—they feel 【T8】 45 【T8】 46IV. Main points for 【T9】 47 a speech 【T9】 48A. Do not deliver 【T10】 49 to the audience. 【T10】 50B. Have 【T11】 51 or an index card. 【T11】 52V. General remindersIf you forget the 【T12】 53 about public speaking and 【T12】 54feel 【T13】 55, 【T13】 56A go back and review this lecture,B. find out what you did 【T14】 57, 【T14】 58C. go back out and speak again.Remember that the 【T15】 59 will be impressive. 【T15】 60

Passage Three

(1)Among emblems of old age, a woman's curved spine is one of the most powerful and haunting, at once both metaphor and augury. It conjures up the crush of life's passage. More terrible, it often heralds life's end. For the humped back is often the most visible sign of osteoporosis, a progressive disease that leaves bones thin and brittle. Even so simple a motion as walking or sitting can collapse vertebrae and fracture wrists and hips. Those who suffer such breaks rarely recover their mobility. In America many wind up in nursing homes. One-quarter die within six months of a hip fracture. (2)The sight of an elderly person with a stoop sets people to wondering, "will that happen to me?" Up to now, there has been no way to answer that question. Though osteoporosis afflicts, for example, about 25 million Americans, most of them women, the disease offers no early symptoms. Usually it is not diagnosed until after age 50, when a victim suffers a fracture. But that may soon change. Last week a term of Australian scientists reported that they have identified a single gene that appears to put people at very high risk of developing osteoporosis. (3)The genetic studies are still preliminary, but if confirmed, they could lead to a simple screening test that would alert vulnerable people at a young age, early enough for them to take steps that could help ward off the disease. Says Dr. John Eisman, who led me grounding breaking research at the Garvan Institute of Medical Research in Sydney: "I envision a woman going in for a blood test, which will become as routine as a cholesterol check, to assess her bone density and risk for osteoporosis." (4)In a report to Nature, the researchers announced mat they have found two versions of a specific gene mat are associated with varying bone density. One type, which they dubbed "b", is linked with stronger skeletons, and the other, labeled "B", with weaker ones. The gene itself directs construction of receptors(docking sites within the cell)for a form of vitamin D mat plays a crucial role in bone formation. Once vitamin D locks in, me receptors act as a sort of control tower, switching on and off other genes that regulate calcium absorption and me constant renewal of bone. (5)Until about age 35, the body synthesizes new skeletal tissue faster than it dies. Then me balance reverses, with bone being lost faster than it is replaced. In osteoporosis, that normal wasting away reaches such a hazardous level that bones become fragile. They lose their usual spongelike appearance and are more like porous lace. While both men and women experience bone loss, women are much more susceptible to osteoporosis. Bone deteriorates faster after menopause, probably in part because of a sharp drop in levels of the hormone estrogen. (6)According to the new research, the risk of osteoporosis depends heavily on which versions of the vitamin D receptor gene an individual inherits. Since each parent contributes a copy, a person's genetic endowment can be bb, Bb or BB. The most severe threat occurs, says molecular biologist Nigel Morrison, of the Australian team, "When you inherit a double whammy of the low-bone-density form of the gene. Then you are at risk of having osteoporosis by age 65." (7)Examining 311 women, the scientists discovered that those with the BB combination had spines fragile enough to fracture by about 18 years after menopause. Bb women reached this fracture threshold four years later, and those carrying bb genes not until 29 years after menopause. (8)Like so many genetic discoveries these days, the new findings are likely to be a mixed blessing. A screening test could identify people at high risk of osteoporosis even at birth. That knowledge would provide relief for some parents and their offspring—and certain worry for others. But researchers stress that having the B form of the vitamin D receptor gene does not doom people to a severe case of the disease. (9)In fact, bone density is determined about 75% by heredity and 25% by environmental factors. As a hedge against later bone erosion, children identified as vulnerable to osteoporosis will be urged to build up their bone density by increasing their calcium intake and exercising with weights. Those at high risk will also be strongly advised to shun cigarettes and alcohol, which speed up bone loss, and perhaps take vitamin D supplements and estrogen replacement pills after menopause. Eventually, researchers hope to develop new drugs that stimulate bone formation. "The whole business of genetic testing is clouded by things we can't control," observes Morrison. "What is good is that, here, we can do something about the threat."

有位哲人说：“真正的财富，是健康的身体、简单的生活和心情上的海阔天空。”在诸多示顺与不平时，此话使人蓦然觉醒：原来我们对生活的牢骚满腹，首先是由于我们自己的生活太复杂；我们怀疑外部事情是否合理，首先是由于我们对自己的生活本身是否合理有怀疑!真正值得珍惜的不是其他，而是不为物所累的睿智、平淡隽永的自得、真诚无欺的自爱，简言之，即简单的生活。