单选题Questions 23 to 25 are based on the conversation you have just heard.

单选题 Questions 19 to 22 are based on the conversation you have just heard.

单选题Critics believe that the control of television by mass advertising has ______ the quality of the programs.A) lessenedB) declinedC) affectedD) effected

单选题How do the village grocer's assistants feel about giving extra service?

单选题A feature of US education that we have not yet discussed is continuous classroom interaction between teacher and students. From Los Angeles to New York, and from Chicago to Houston, educators believe that students master information by discovering it for themselves. They believe that teachers do not actually teach, but simply help students learn. In this view, learning takes place through a process of challenging old ideas and asking questions. The faculty member aims to exchange ideas with students, rather than simply tell them what they should know. The concept of constantly exchanging ideas may seem strange to you at ftrst. Perhaps you come from a country where people believe that whatever is written in a book must be true, and that teachers are always right in matters of learning. If so, you will probably find the United States system disquieting. Of course, American students know that their textbooks are mostly right and that their teachers are better informed than they are. But they think for themselves and their teachers expect them to ask questions and challenge ideas. The point, again, is not that Americans have the "right" approach to learning, but that the interactive classroom is a strong feature of US education. Comparatively few courses in the university classroom are so clearly organized for interaction. Nevertheless, the course in which a professor lectures steadily to hundreds of silent students is relatively rare in the United States. Enrollments are often limited (many classes will have fewer than 30 students), so that all students have a chance to participate. Where the lecture format is necessary, as in a freshman chemistry course, the large class meets once or twice a week, then divides into small group meetings. The lecture is used to present information efficiently — for example, through slides and demonstrations as well as actual lecturing — but group meetings provide important sessions where homework can be reviewed and questions answered.

单选题[A] frightening [C] exciting[B] fearing [D] pleasing

单选题[此试题无题干]

单选题Questions 5 to 7 will be based on the following news item.

单选题 Passage Two

单选题Why doesn't the author want to talk about being a woman scientist again?

单选题According to Laura, the word 'organic' describes ______.

单选题Of all the lessons taught by the financial crisis, the most personal has been that Americans aren"t so good at money-management. We take out home loans we can"t afford. We run up sky-high credit-card debt. We don"t save nearly enough for retirement. In response, supporters of financial-literacy education are moving with renewed enthusiasm. School districts in states such as New Jersey and Illinois are adding money-management courses to their curriculums. The Treasury and Education departments are sending lesson plans to high schools and encouraging students to compete in the National Financial Capability Challenge that begins in March. Students with top scores on that exam will receive certificates—but chances for long-term benefits are slim. As it turns out, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students learn about things such as budgeting, credit cards, insurance and investments. A recent survey of college students conducted for the Jumpstart Coalition for Personal Financial Literacy found that students who"d had a personal-finance or money management course in high school scored no better than those who hadn"t. "We need to figure out how to do this the right way," says Lewis Mandell, a professor at the University of Washington who after 15 years of studying financial-literacy programs has come to the conclusion that current methods don"t work. A growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot easier than high school, putting real money and spending decisions into kids" hand and talking openly about the emotions and social influences tied to how we spend. Other initiatives are tackling such real-world issues as the commercial and social pressures that affect purchasing decisions. Why exactly do you want those expensive brand-name shoes so badly? "It takes confidence to take a stand and to think differently," says Jeroo Billimoria, founder of Aflatoun, a nonprofit whose curriculum, used in more than 30 countries, aims to help kids get a leg up in their financial lives. "This goes beyond money and savings."

单选题The best title of the passage might be ______.