单选题Three key facts about rising sea levels need to be pointed out to the world's politicians and planners: sea-level rise is now inevitable, it will happen faster than most of us thought, and it will go on for a very long time. Even if greenhouse gas emissions stopped tomorrow, the oceans will continue to swell as they warm. The climate scientists estimate that sea-level rise could well be in the region of 1 to 2 metres by 2100, with a small risk of an even greater rise. For many islands and low-lying regions, even small rises will spell disasters. Most countries, however, will only lose a tiny percentage of their land, even with a very big rise. The problem is what has been built on that land: New York, Sydney and Tokyo, to mention just a few cities. Unless something can be done, great areas of urban network will vanish beneath the waves. It will take a massive engineering effort to protect these cities an effort that may be beyond economies that have been brought to their knees by climate change. None of this means we should despair, and stop trying to ban emissions. But alongside these efforts, we need to start acting now to minimise the impact of future sea-level rise. That means we must stop building in the danger zone. Countless billions are being spent on constructing homes, offices, factories and roads in vulnerable coastal areas. For instance, the skyscrapers of Shanghai are being built on land that is a mere 4 metres above sea level on average, and which is sinking under the weight of its buildings and as water is drawn from the rocks beneath them. In cities that have been around for hundreds of years, this sort of development may be understandable. But planning for new coastal developments is to go against reality. If we want to build a lasting heritage for our children, we should do so on the plentiful land that is in no danger from the sea. It is one of the easiest ways to slow down climate change, and we should be acting on it now.

单选题Questions 22 to 25 are based on the passage you have just heard.

单选题Questions 19 to 21 are based on the passage you have just heard.

单选题One of the most interesting paradoxes in America today is that Harvard University, the oldest institution of higher learning in the United States, is now engaged in a serious debate about what a university should be, and whether it is measuring up (符合标准). Like the Roman Catholic Church and other ancient institutions, it is asking—still in private rather than in public—whether its past assumptions about faculty, authority, admissions, courses of study, are really relevant to the problems of our society. Should Harvard—or any other university—be an intellectual sanctuary, apart from the political and social revolution of the age, or should it be a laboratory for experimentation with these political and social revolutions; or even an engine of the revolution? This is what is being discussed privately in the big clapboard (楔形板) houses of faculty members around the Harvard Yard. The issue was defined by Walter Lippmann, a distinguished Harvard graduate, many years ago. "If the universities are to do their work," he said, "they must be independent and they must be disinterested... They are places to which men can turn for unbiased judgments. Obviously, the moment the universities fall under political control, or under the control of private interests, or the moment they themselves take a hand in politics and the leadership of government, their value as independent and disinterested sources of judgment is impaired..." This is part of the argument that is going on at Harvard today. Another part is the argument of the militant and even many moderated students: that a university is the keeper of our ideals and morals, and should not be "disinterested" but activist in bringing the Nation's ideals and actions together. Harvard's men of today seem more troubled and less sure about personal, political and academic purpose than they did at the beginning. They are not even clear about how they should debate and resolve their problems, but they are struggling with them privately, and how they come out is bound to influence American university and political life in the 21st century.

单选题What is the writer's main message in the passage?

单选题In summer, many North Americans go to Europe by boat because they expect to have a delightful_______.

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单选题Questions 8 to 11 are based on the conversation you have just heard.

单选题Eye contact with an audience, according to the author, has all the following benefits EXCEPT that it does not help the speaker ______.

单选题The English way of commenting on something or somebody suggests that ________.

单选题 It is a very plain and elementary truth that the life, the fortune and the happiness of every one of us, and, more or less, of those who are connected with us, do depend upon our knowing something of the rules of a game infinitely more difficult and complicated than chess. It is a game which has been played for untold ages, every man and woman of us being one of the two players in a game of his or her own. The chess board is the world, the pieces are the phenomena of the universe, and the rules of the game are what we call the laws of nature. The player on the other side is hidden from us. We know that his play is always fair, just, and patient. But also we know, to our cost, that he never overlooks a mistake, or make the smallest allowance for ignorance. To the man who plays well, the highest stakes are paid, with that sort of overflowing generosity with which the strong shows delight in strength. And one who plays ill is defeated—without haste, but without mercy. Well, what I mean by education is learning the rules of this mighty game. In other words, education is the instruction of the intellect in the laws of Nature, under which name I include not merely things and their forces, but men and their ways ; and the fashioning of the affections and of the will into an earnest and loving desire to move in harmony with those laws. For me, education means neither more or less than this. Anything that professes to call itself education must be tried by this standard, and if it fails to stand the test, I will not call it education, whatever may be the force of authority or of numbers upon the other side. It is important to remember that, in strictness, there is no such thing as an uneducated man. Take an extreme case. Suppose that an adult man, in the full vigor of his faculties, could be suddenly placed in the world, as Adam is said to have been, and then left to do as he might. How long would he be left uneducated? Not five minutes. Nature would begin to teach him, through the eye, the ear, the touch, the properties of objects. Pain and pleasure at his elbow tell him to do this and avoid that; and by slow degrees the man would receive an education, which, if narrow, would be thorough, real, and adequate to his circumstances, though there would be no extras and very few accomplishments.

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单选题A.Themailwassentbacktothepostoffice.B.Hedoesn'thaveanythingtodropinthemailbox.C.It'stoosoontogobackthere.D.Thepostofficeisclosedforanhour.

单选题He never arrives on time and my ______ is that he feels the meetings are useless.

单选题Questions 22 to 25 are based on the conversation you have just heard.