单选题What do I want? It"s really a very 1 question; yet many of us are not sure. 2 it doesn"t have to be all that difficult to answer. It"s a matter of 3 . Have you ever looked through a telescope at something? You find a 4 point to concentrate on, and then 5 the settings. At first, it"s too 6 , then it"s too far away, finally it"s just right. The 7 is that it takes many adjustments to 8 the subject into focus. If 9 want to look at something else, the 10 starts again. Goal-setting is the same way. Don"t 11 if at first you don"t know exactly what you want to 12 . Just don"t make the mistake of never committing 13 anything. Sometimes the answer is very simple: Just 14 something! Dr. Mark Goldstone, author of Get Out of Your Own Way , 15 you "look back in order to look 16 ." Examine your calendar at day"s end during a typical week and 17 each appointment or listing on a scale of -3 to +3, 18 -3 means "If I never do this again, it will be too soon to do it. " and +3 means "I could do this all day long, and I can"t 19 to do it all over again." 20 you identify the frequent themes, you"ll be able to better focus your dreams.

单选题[此试题无题干]

单选题{{B}} Directions:{{/B}} This section is designed to test your ability to understand spoken English. You will hear a selection of recorded materials and you must answer the questions that accompany them. There are two parts in this section, Part A and Part B. Remember, while you are doing the test, you should first put down your answers in your test booklet. At the end of the listening comprehension section, you will have 3 minutes to transfer your answers from your test booklet onto your ANSWER SHEET 1. If you have any questions ,you may raise your hand. Now as you will not be allowed to speak once the test is started. Now look at Part A in your test booklet. {{B}}Part A{{/B}} You will hear 10 short dialogues. For each dialogue, there is one question and four possible answers. Choose the correct answer--A, B, C or D, and mark it in your test booklet. You will have 15 seconds to answer the question and you will hear each dialogue ONLY ONCE. Now look at question 1

单选题Questions 4-7 are based on a talk about lunch.

单选题Like many of my generation, I have a weakness for hero worship. At some point, however, we all begin to question our heroes and our need for them. This leads us to ask: What is a hero? Despite immense differences in cultures, heroes around the world generally share a number of characteristics that instruct and inspire people. A hero does something worth talking about. A hero has a story of adventure to tell and a community who will listen. But a hero goes beyond mere fame. Heroes serve powers or principles larger than themselves. Like high voltage transformers, heroes take the energy of higher powers and step it down so that it can be used by ordinary people. The hero lives a life worthy of imitation. Those who imitate a genuine hero experience life with new depth, enthusiasm, and meaning. A sure test for would be heroes is what or whom do they serve? What are they willing to live and die for? If the answer or evidence suggests they serve only their own fame, they may be famous persons but not heroes. Madonna and Michael Jackson are famous, but who would claim that their fans find life more abundant? Heroes are catalysts (催化剂) for change. They have a vision from the mountaintop. They have the skill and the charm to move the masses. They create new possibilities. Without Gandhi, India might still be part of the British Empire. Without Rosa Parks and Martin Luther King, Jr., we might still have segregated (隔离的) buses, restaurants, and parks. It may be possible for large scale change to occur without leaders with magnetic personalities, but the pace of change would be slow, the vision uncertain, and the committee meetings endless.

单选题Text The evolution of artificial intelligence is now proceeding so rapidly that (26) the middle of this century cheap computers (27) larger than portable typewriters will (28) that will be able to solve almost any (29) faster and more efficiently than we can. "Intelligence" in a machine, (30) in a human, is best (31) as the ability to solve complex problems swiftly. This (32) involve medical analysis and prescriptions, (33) legal matters— (34) short, replacing the profession of lawyers completely or in (35) war games: in other words, (36) governments whether (37) not to go to war. (38) computers have already intensified the deadlines of weapons, the prospect for the future is that they will (39) the more beneficial role of preventing wars. (40) asked to estimate the chances of victory, the computer will analyze facts (41) from the lifelong military expert with his optimistic sense and military enthusiasm. When the same figures are fed into the emotionless machine each to be weighed with (42) objective and then judged (43) each other, the (44) , far more often than" (45) "in human decision making, will be: "You start this war you will lose./

单选题What does the word "bidder"( in paragraph 1 ) mean?

单选题WhoisSmithspeakingto?

单选题{{B}}Text 2{{/B}} Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experience? Strangely enough, the answer to these questions is yes. To some extent our intelligence is given us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person's intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways. It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random from the population, it is likely that their degree of intelligence will be completely different. If, on the other hand, we take two identical twins, they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth. Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this indicates that environment as well as birth plays a part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all are likely to have similar degree of intelligence.

单选题Patients are now advised to ______.

单选题Whatisthemancomplainingabout?

单选题Thatcherism is ______.

单选题{{B}}Text 2{{/B}} Life learning (sometimes called un-schooling or self-directed learning) is one of those concepts that are almost easier to explain by saying what it isn’t, than what it is. And that’s probably because our own schooled backgrounds have convinced us that learning happens only in a dedicated building on certain days, between certain hours, and managed by a specially trained professional. Within that schooling framework, no matter how hard teachers try and no matter how good their textbooks, many bright students get bored, many slower students struggle and give up or lose their self-respect, and most of them reach the end of the process unprepared to enter into society. They have memorized a certain body of knowledge long enough to rush back the information on tests, but they haven’t really learnt much, at least of the official curriculum. Life learners, on the other hand, know that learning is not difficult, that people learn things quite easily if they’re not compelled and forced, if they see a need to learn something, and if they are trusted and respected enough to learn it on their own timetable, at their own speed, in their own way. They know that learning cannot be produced in us and that we cannot produce it in others—no matter what age and no matter whether we’re at school or at home. Life learning is independent of time, location or the presence of teacher. It does not require mom or dad to teach, or kids to work in workbooks at the kitchen table from 9 to noon from September to June. Life learning is learner-driven. It involves living and learning— in and from the real world. It is about exploring, questioning, experimenting, making messes, taking risks without fear of making mistakes, being laughed at and trying again. Furthermore, life learning is about trusting kids to learn what they need to know and about helping them to learn and grow in their own ways. It is about providing positive experiences that enable children to understand the world and their culture and to interact with it.