单选题{{B}}Text 3{{/B}} All of us have read thrilling stories in which the hero had only a limited and specified time to live. Sometimes it was as long as a year, sometimes as short as 24 hours. But always we were interested in discovering just how the doomed hero chose to spend his last days or his last hours. I speak, of course, of free men who have a choice, not condemned criminals whose sphere of activities is strictly delimited. Such stories set us thinking, wondering what we should do under similar circumstances. What events, what experiences, what associations should we crowd into those last hours as mortal beings, what regrets? Sometimes I have thought it would be an excellent role to live each day as if we should die tomorrow. Such an attitude would emphasize sharply the values of life. We should live each day with gentleness, vigor and a keenness of appreciation which are often lost when time stretches before us in the constant panorama of more days and months and years to come. There are those, of course, who would adopt the Epicurean motto of "Eat, drink, and be merry". But most people would be chastened by the certainty of impending death. In stories the doomed hero is usually saved at the last minute by some stroke of fortune, but almost always his sense of values is changed. He becomes more appreciative of the meaning of life and its permanent spiritual values. It has often been noted that those who live, or have lived, in the shadow of death bring a mellow sweetness to everything they do. Most of us, however, take life for granted. We know that one day we must die, but usually we picture that day as far in the future. When we are in buoyant health, death is all but unimaginable. We seldom think of it. The days stretch out in an endless vista. So we go about our petty tasks, hardly aware of our listless attitude toward life.

单选题 Text There is no denying that students should learn something about how computers work, just as we expect them at least to understand that the internal-combustion engine has something to do with burning fuel, expanding gases and pistons being driven, (26) people should have some basic idea of how the things that they use (27) what they do. Further, students might be helped by a course (28) considers the computer's impact (29) society. But that is not (30) is meant by computer literacy. For computer literacy is not a form of literacy; it is a trade skill that should not be (31) as a liberal art. (32) how to use a computer and learning how to program one are two distinct activities. A (33) might be made (34) the competent citizens of tomorrow should (35) themselves from their fear of computers. But this is quite different (36) saying that all ought to know how to program one. (37) that to people who have chosen programming as a career. While programming can be lots of fun, (38) while our society needs some people who are experts at it, the same is (39) of auto repair and violin-making. Learning how to use a computer is not (40) difficult, and it gets (41) all the time as programs become more "user-friendly'. Let us (42) that in the future everyone is going to have to know how to use a computer to be a (43) citizen. What does the phrase "learning to use a computer" mean? It sounds like "learning to drive a car"; that is, it sounds as if there is (44) set of definite skills that, (45) acquired, enable one to use a computer.

单选题Directions: 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. Now look at Part A in your test paper.{{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In the face of a severe loss, the best thing you can do is to ______.

单选题Teacher evaluations should be written in ______.

单选题WhydidMarycallhome?A.Becausesomething'sgonewrongwithherchildren.B.Becausesomething'sgonewrongwithherself.C.Becauseshewantedtotellherparentsthateverythingisfinewithherfamily.D.Becauseshewantedtoknowifeverythingisfinewithherparents.

单选题{{B}}Part A{{/B}}{{I}} 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.{{/I}}

单选题[此试题无题干]

单选题 Questions 14～17 are based on the following dialogue between a boss and a clerk.

单选题What can we learn from the passage about Alaskans?

单选题 {{I}}Questions 22～25 are based on the following dialogue between an interviewer and an interviewee.{{/I}}

单选题Can the man buy the rug?

单选题 Given the choice, younger professionals are most interested in working at tech companies like Apple and government agencies like the State Department, but they are comparatively disinterested in working in the financial industry, according to a survey conducted by Universum, a research firm. What attracts college graduates to big tech companies like Apple is mainly the cool factor surrounding these companies and their products, as the survey found young professionals were most influenced by the strength of the corporation's brand when picking their most desired companies. "Companies that have appealing consumer brands generally also succeed in being perceived as attractive employers. People nowadays love to work for companies that produce their favorite products and services," said Kortney Kutsop, employer branding specialist for Universum. "Also, market success is an important factor: The company needs to be generally seen as innovative and best-in-class in whatever they do—that's the recipe for success." By contrast, financial institutions like Citigroup, whose brands have been spoiled in recent years by the collapse of the financial industry, ranked in the lower half of the list of 99 companies desired by young professionals. Beyond the power of a company's brand, college graduates were also heavily influenced by the perceived financial stability of each company, which may explain why major corporations like Apple would rank at the top, since they are constantly expanding and hiring new employees. On the other hand, government agencies, which fared slightly worse than the tech companies, may have been hurt by perceived weaknesses in recent years, given that the public sector as a whole has been forced to freeze wages and lay off employees. Universum, which surveyed more than 10,000 young professionals who graduated from college in the last eight years, also found that many of them are looking to switch jobs in the near future. In fact, half of those surveyed claimed to have applied to other jobs in the past year and a quarter plan to switch jobs within six months, suggesting that the organizations at the top of this list may be flooded with new applications in the coming months.