单选题Eugene resents his mother's insistence that he ______ to church. A. go B. went C. would go D. ought to go

单选题A judgement may be revised or Ureversed/U in the light of some particular action.

单选题When a psychologist does a general experiment about the human mind, he selects people ______ and asks them questions. A. at ease B. at random C. in essence D. in sum

单选题 As our van pulled up to the ranch (牧场) to start a three-month program for troubled boys, we passed a cowboy on his horse. Bill was the owner of the ranch. We made eye contact through the dusty window and he winked (挤眼睛) at me and touched the brim of his cowboy hat in welcome. All summer long Bill and his ranch-hands taught us to ride horses, chop wood, and round up cattle. We started to understand the value of working with our hands. Knowing how important it was for boys like me to know that someone believed in them, he trusted us to do the job and do it right. We never let him down. The last day at the ranch, Bill pulled me aside and praised me for the work I had done-- not only on the ranch, but also on myself. He told me if I ever needed anything I could count on him. Four years later, I took him up on that offer. I called him up and asked for a job. I told him how his confidence in me had given me the' courage to change my life. He offered me a job on the spot. I'm proud to say that each summer I'm the one in the ranch to open the gate for a van full of young men who need someone to believe in them, so they can learn to believe in themselves.

单选题I'd rather you ______ those important documents with you. A. don't take B. didn't take C. won't take D. not take

单选题Joanne: Hey, you look concerned. ______ Harry: The final exam. I'm not fully prepared yet. A. What's on your mind? B. What a lovely day ! C. What has attracted you? D. what about seeing the doctor?

单选题A: Can I get you a cup of tea? B: ______ A. That's very nice of you. B. With pleasure. C. You can, please. D. Thank you for the tea.

单选题Speaker A: Peter. I'm awfully sorry, I won't be able to come this Friday. Speaker B: What's the matter?_______

单选题Passage 2 Is it possible that the ideas we have today about ownership and property rights have been so universal in the human mind that it is truly as if they had sprung from the mind of God? By no means. The idea of owning and property emerged in the mists of unrecorded history. The ancient Jews, for one, had a very different outlook on property and ownership, viewing it as something much more temporary and tentative than we do. The ideas we have in America about the private ownership of productive property as a natural and universal right of mankind, perhaps of divine origin, are by no means universal and must be viewed as an invention of man rather than an order of God. Of course, we are completely trained to accept the idea of ownership of the earth and its products, raw and transformed. It seems not at all strange; in fact, it is quite difficult to imagine a society without such arrangements. If someone, some individual, didn't own that plot of land, that house, that factory, that machine, that tower of wheat, how would we function? What would the rules be? Whom would we buy from and how would we sell? It is important to acknowledge a significant difference between achieving ownership simply by taking or claiming property and owning what we tend to call the "fruit of labor". If I, alone or together with my family, work on the land and raise crops, or if I make something useful out of natural material, it seems reasonable and fair to claim that the crops or the objects belong to me or my family, are my property, at least in the sense that I have first claim on them. Hardly anyone would dispute that. In fact, some of the early radical workingmen's movements made (an ownership) claim on those very grounds. As industrial organization became more complex, however, such issues became vastly more intricate. It must be clear that in modern society the social heritage of knowledge and technology and the social organization of manufacture and exchange account for far more of the productivity of industry and the value of what is produced than can be accounted for by the labor of any number of individuals. Hardly any person can now point and say, "That--that right there--is the fruit of my labor." We can say, as a society, as a nation--as a world, really--that what is produced is the fruit of our labor, the product of the whole society as a collectivity. We have to recognize that the right of private individual ownership of property is man-made and constantly dependent on the extent to which those without property believe that the owner can make his claim stick.

单选题The manager needs an assistant who he can ______ to take care of problems in his absence.

单选题Passage Four Education begins with teachers. Yet teaching seems to be losing its appeal for many of the best and brightest college students. In high school, many of the best students decide that they want to be teachers, but their relatives and friends soon convince them to change their minds. One student's mother kept reminding her of the relatively skimpy salaries teachers currently earn until the student changed to another major. Another student took computer science courses because his father thought that teachers were at the bottom of the social ladder. One said that none of her friends looked upon teaching as a worthwhile career, so she came to think of teaching as not noble enough and went into pharmacy instead. According to several recent reports on the shortcomings of American public schooling, teaching's lack of appeal for the brightest college students is one of the teaching profession's most worrisome problems. Many articles on teaching, currently popular in newspapers, magazines, and professional education journals, concentrate on the negative aspects of teaching. The expression "teacher burnout" is commonly ascribed to thousands of thoughtful and dedicated teachers who are leaving the profession. Teacher burnout is caused by such problems as violence in the classroom, vandalism, inadequate salaries, involuntary transfers, interfering parents, oversized classes, and excessive paperwork. Even the best teachers cannot solve a child's problems, but many of them believe the public expects them to, and they give up teaching in despair. Despite the more limited financial prospects, the deterioration of the American public's attitude toward teachers, and the problems caused by disruptive students, many of the best students conclude that they want to pursue careers in the classroom after all. The three students mentioned above discovered that they wanted personal fulfillment from their life's work more than they wanted material rewards. Each eventually chose to become a teacher. However, a growing body of evidence shows that such students are exceptions, rather than the rule, in America's more than 1,200 teacher-training programs. Many teacher-training schools are beginning to look at ways to recruit the kind of people who would be inclined toward the positive aspects of teaching. The teaching profession has to become more attractive to good students. Prospective teachers will see increased emphasis by national teacher organizations, state certification agencies, and local districts on improving the status of the profession, as well as on improving teacher salaries. Continued efforts to eliminate jobs teachers do that are not teacher—such as policing the restrooms, hallways, and cafeterias—are important for upgrading the profession. While teaching is not a wise career choice for all, teaching is a noble and rewarding profession for those who indeed seek personal fulfillment from their life's work. The first year of teaching is frequently the most frustrating year in a teacher's life. The experience of solving problems that deal with instruction, students, parents, administrators, and fellow teachers is of immeasurable value for future success.

单选题 As we all know that the common cold spreads widely in the whole world. The most widespread mistake is that colds are caused by cold. They are not. They are caused by viruses passing on from person to person. You catch a cold by coming into contact with someone who already has one. If cold causes colds, it would be reasonable to expect the Eskimos to suffer from them forever. But they do not. And in isolated Arctic regions explorers have reported being free from colds until coming into contact again with infected people from the outside world. During the First World War, soldiers who spent long periods in the trenches, cold and wet, showed no increased tendency to catch colds. In the Second World War prisoners at the notorious Auschwitz concentration camp, naked and starving, were astonished to find that they seldom had colds. At the Common Cold Research Unit in England, astonished took part in experiments in which they gave themselves to the discomforts of being cold and wet for long stretches of time. Some exercised in the rain until close to exhaustion. Not one of the volunteers came down with a cold unless a cold virus was actually dropped in his nose. If, then, cold and wet have nothing to do with catching colds, why are they more frequent in the winter? Despite the most painstaking research, no one has yet found the answer. One explanation offered by scientists is that people tend to stay together indoors more in cold weather than at other times, and this makes it easier for cold viruses to be passed on. No one has yet found a cure for the cold. There are drugs and pain suppressors such as aspirin, but all they do is to relieve the symptoms.

单选题Sign has become a scientific hot button. Only in the past 20 years have specialists in language study realized that signed languages are unique—a speech of the hand. They offer a new way to probe how the brain generates and understands language, and throw new light on an old scientific controversy： whether language, complete with grammar, is something that we are born with, or whether it is a learned behavior. The current interest in sign language has roots in the pioneering work of one rebel teacher at Gallaudet University in Washington, D.C., the world"s only liberal arts university for deaf people. When Bill Stokoe went to Gallaudet to teach English, the school enrolled him in a course in signing. But Stokoe noticed something odd: among themselves, students signed differently from his classroom teacher. Stokoe had been taught a sort of gestural code, each movement of the hands representing a word in English. At the time, American Sign Language (ASL) was thought to be no more than a form of pidgin English (混杂英语). But Stokoe believed the "hand talk" his students used looked richer. He wondered: Might deaf people actually have a genuine language? And could that language be unlike any other on Earth? It was 1955, when even deaf people dismissed their signing as "substandard". Stokoe"s idea was academic heresy(异端邪说). It is 37 years later. Stokoe—now devoting his time to writing and editing books and journals and to producing video materials on ASL and the deaf culture—is having lunch at a cafe near the Gallaudet campus and explaining how he started a revolution. For decades educators fought his idea that signed languages are natural languages like English, French and Japanese. They assumed language must be based on speech, the modulation (调节) of sound. But sign language is based on the movement of hands, the modulation of space. "What I said," Stokoe explains, "is that language is not mouth stuff—it"s brain stuff. " (340 words)

单选题As ______ announced in today's papers, the Shanghai Export Commodities Fair is also open on Sundays. A. being B. is C. to be D. been

单选题{{B}}练习十三{{/B}} Is the outcome in a monopolistically (垄断地) competitive market desirable from the standpoint of society as a whole? Can policymakers improve on the market outcome? There are no simple answers to these questions. One source of inefficiency is the markup (涨价) of price over marginal cost. Because of the markup, some consumers who value the good at more than the marginal cost of production (but less than the price) will be deterred (被阻止) from buying it. Thus, a monopolistically competitive market has the normal deadweight loss of monopoly .pricing. Although tins outcome is clearly undesirable compared to the first-best outcome of price equal to marginal cost, there is no easy way for policymakers to-fix the problem. To enforce marginal-cost pricing, policymakers would need to regulate all firms that produce differentiated products. Because such products are so common in the economy, the administrative burden of such regulation would be overwhelming. Moreover, the regulating monopolistic competitors would entail all the problems of regulating natural monopolies. In particular, because monopolistic competitors are making zero profits already, requiring them to lower their prices to equal marginal cost would cause them to make losses. To keep these firms in business, the government would need to help them cover these losses. Rather than raising taxes to pay for these subsidies, policymakers may decide it is better to live with tile inefficiency of monopolistic pricing Another way in which monopolistic competition may be socially inefficient is that the number of firms in the market may not be the "ideal" one. That is, there may be too much or too little entry. One way to think about this problem is in terms of the externalities associated with entry. Whenever a new firm considers entering the market with a new product, it considers only the profit it would make. Yet its entry would also have two external effects: a) The product-variety externality: Because consumers get some consumer surplus from the introduction of a new product, there is a positive externality associated with entry b) The business-stealing externality: Because other firms lose customers and profits from the entry of a new competitor, there is a negative externality associated with entry. Thus in a monopolistically competitive market, there are both positive and negative externalities associated with the entry of new firms. Depending on which externality is larger, a monopolistically competitive market could have either too few or too many products. Both of these externalities are closely related to the conditions for monopolistic competition. The former arises because a new firm would offer a product different from those of the existing firms. The latter arises because firms post a price above marginal cost and, therefore, are always eager to sell additional units. Conversely, because perfectly competitive firms produce identical goods and charge a price equal to marginal cost, neither of these externalities exists under perfect competition. In the end, we can conclude only that monopolistically competitive markets do not have all the desirable welfare properties of perfectly competitive markets. That is, the invisible hand does not ensure that total surplus is maximized under monopolistic competition. Yet because the inefficiencies are subtle, hard to measure, and hard to fix, there is no easy way for public policy to improve the market outcome.

单选题(If) it receives (enough) rain at the proper time, hay (will grow) quickly (as) grass.

单选题In the face of the conclusive evidence he admitted ______ an old man of sixty, who was crossing the street. A. to run over and injure B. to have run over and injured C. about running over and injuring D. having run over and injuring

单选题Pepys and his wife Jane had asked some friends to dinner on Sunday, September 2nd, 1666. They were up very late on the Saturday evening, getting everything ready for the next day, and while they were busy they saw the glow of a fire start in the sky. By 3 o'clock on the Sunday morning, its glow had become so bright that Jane woke her husband to watch it. Pepys slipped on his dressing gown and went to the window to watch it. It seemed fairly far away, so after a time he went back to bed. When he got up in the morning, it looked, as though the fire was dying down, though he could still see some flames. So he set to work to tidy his room and put his things back where he wanted them. While he was doing this, Jane came in to say that she had heard the fire was a bad one; three hundred houses had been burned down in the night and the fire was still burning. Pepys went out to see for himself. He went to the Tower of London and climbed up on a high part of the buildings so that he could see what was happening. From there, Pepys could see that it was, indeed, a bad fire and that even the houses on London Bridge were burning. The man of the Tower told him that the fire had started in a baker's shop in Pudding Lane; the baker's house had caught fire from the overheated oven and then the flames had quickly spread to the other houses in the narrow lane. So began the Great Fire of London, a fire that lasted nearly five days, destroyed most of the old city and ended, so it is said, at Pie Corner.