单选题{{I}} Questions 9 to 10 are based on the following news. At the end of the news item, you will be given 10 seconds to answer each question. Now listen to the news.{{/I}}

单选题Which of the following English sounds is NOT bilabial? A. /b/ B. /in/ C. /p/ D. /f/

单选题The mention of Man's victory over Nature at the beginning of the passage is to highlight

单选题Author Emma Heathcote-James has at least written ______ books telling real-life ghost stories.

单选题Whatwilltheagencieshelptoincrease?

单选题Which of the following statements is NOT true about the characteristics of the art of the Middle Ages?

单选题[此试题无题干]

单选题People between the ages of______ and 70 (65 in Scotland) whose names appear on the electoral register, with certain exceptions, are liable for jury service and their names are chosen at random.A. 18 B. 19 C. 20 D. 21

单选题In this section you will hear everything ONCE ONLY. Listen carefully and then answer the questions that follow. Mark the best answer to each question on ANSWER SHEET TWO.

单选题In the author's opinion, the debate at Harvard ________.

单选题Question 8 is based on the following news. At the end of the news item, you will be given 10 seconds to answer the question. Now listen to the news.

单选题{{B}}TEXT D{{/B}} I recently took care of a 50-year-old man who had been admitted to the hospital short of breath. During his monthlong stay he was seen by a hematologist, an endocrinologist, a kidney specialist, a podiatrist, two cardiologists, a cardiac electrophysiologist, an infectious-diseases specialist, a pulmonologist, an ear-nose-throat specialist, a urologist, a gastroenterologist, a neurologist, a nutritionist, a general surgeon, a thoracic surgeon and a pain specialist. He underwent 12 procedures, including cardiac catheterization, a pacemaker implant and a hone-marrow biopsy (to work-up chronic anemia). Despite this wearying schedule, he maintained an upbeat manner, walking the corridors daily with as sistance to chat with nurses and physician assistants. When he was discharged, follow-up visits were scheduled for him with seven specialists. This man's case, in which expert consultations sprouted with little rhyme, reason or coordination, reinforced a lesson I have learned many times since entering practice: In our health care system, where doctors are paid piecework for their services, if you have a slew of physicians and a willing patient, almost any sort of terrible excess can occur. Though accurate data is lacking, the overuse of services in health care probably cost hundreds of billions of dollars last year, out of the more than $ 2 trillion that Americans spent on health. Are we getting our money's worth? Not according to the usual measures of public health. The United States ranks 45th in life expectancy, behind Bosnia and Jordan; near last, compared with other developed countries, in infant mortality; and in last place, according to the Commonwealth Fund, a health-care research group, among major industrialized countries in health-care quality, access and efficiency. And in the United States, regions that spend the most on health care appear to have higher mortality rates than regions that spend the least, perhaps because of increased hospitalization rates that result in more life-threatening errors and infections. It has been estimated that if the entire country spent the same as the lowest spending regions, the Medicare program alone could save about $ 40 billion a year. Overutilization is driven by many factors—"defensive" medicine by doctors trying to avoid lawsuits; patients' demands; a pervading belief among doctors and patients that newer, more expensive technology is better. The most important factor, however, may be the perverse financial incentives of our current system. Overeonsultation and overtesting have now become facts of the medical profession. The culture in practice is to grab patients and generate volume. "Medicine has become like everything else," a doctor told me recently. "Everything moves because of money." Consider medical imaging. According to a federal commission, from 1999 to 2004 the growth in the volume of imaging services per Medicare patient far outstripped the growth' of all other physician services. In 2004, the cost of imaging services was close to $100 billion, or an average of roughly $350 per person in the United States. Not long ago, I visited a friend—a cardiologist in his late 30s—at his office on Long Island to ask him about imaging in private practices. "When I started in practice, I wanted to do the right thing," he told me matter-of-factly. "A young woman would come in with palpitations. I'd tell her she was fine. But then I realized that she'd just go down the street to another physician and he'd order all the tests anyway: echocardiogram, stress test, Holter monitor—stuff she didn't really need. Then she'd go around and tell her friends what a great doctor— a thorough doctor—the other cardiologist was. "I tried to practice ethical medicine, but it didn't help. It didn't pay, both from a financial and a reputation standpoint. " Last year, Congress approved steep reductions in Medicare payments for certain imaging services. Deeper cuts will almost certainly be forthcoming. This is good; unnecessary imaging is almost certainly taking place, leading to false-positive results, unnecessary invasive procedures, more complications and so on, But the problem in medicine today is much larger than imaging. Doctors are doing too much testing and too many procedures, often for the sake of business. And patients, unfortunately, are paying the price. "The hospital is a great place to be when you are sick," a hospital executive told me recently. "But I don't want my mother in here five minutes longer than she needs to be."

单选题To which two great families or groups of families does the passage refer?

单选题Rock'n'roll in the early 1960s in the United States was music for ______.A. teenagersB. black peopleC. White peopleD. people of all ages

单选题WhatsubjectisMr.Pittgoodat?

单选题Boundaries have underpinned pretty much every aspect of my life, both past and present. From the profound lack of them in early childhood right through to growing up and discovering ways to create ones clear enough and strong enough to be able to stay off drugs, out of prison and create healthy relationships with friends, family and colleagues. The emotional and psychological free for all spiraling around me as a kid pretty much guaranteed that I"d develop a series of debilitating addictions, court potentially lethal violence and begin the slow inevitable slide toward prison. An early death was always on the cards. The profound lack of boundaries throughout my father"s own life lead to his suicide. Seeing how his inability to create a safe boundary around his dysfunctional emotional life contributed to his early death, woke me up to what I needed to do to stay off drugs, out of prison and alive. It"s no surprise to me then that the biggest problem we have when working with young people in prison is around boundaries. Implementing and holding them is key to the work we do in Write to Freedom (W2F). Young people from dysfunctional families who end up in custody seem to have a built in biological default to test any form of boundary presented to them. If there"s a weak boundary in our staff team the young prisoners make it their business to push it to breaking point. Every weekend we"ve organized has had a problem with the security clearance needed to get the lads out and onto the moors. There are always a variety of reasons for this, not least of all the volatility of the young people themselves. Whatever the reason, each weekend we"ve set up we"ve found ourselves below the minimum number set to make a weekend happen. So we ended up walking onto the wings, going from cell to cell looking for rookies to come on a writing weekend on Dartmoor. Locked cell door or open Devon moor? The decision for them is clearly a no brainer. Doing this has lead to lads coming on the weekend who were far from ready to engage with what we were asking of them. As a result we faced chaos and stress that could easily have been avoided. So I tightened up the criteria. Each participant had to complete three memoir based assignments before the weekend. All was good till the security board meeting two days before the March weekend. Out of the four lads who"d worked hard, completed the assignments and proved their understanding and commitment to W2F, only one was cleared to leave prison for the weekend. I could easily have done the same thing as last time, gone from wing to wing to build the numbers back up, I wanted to believe me, and Ashfield put pressure on me to do it. But we chose to stick to the assessment criteria. Right or wrong it had to be kept. The weekend has been postponed till May. The psychology of boundaries, implicit and explicit, for the staff and participants in W2F is crucial to making the work we do safe. It builds trust, even if it means I do something I don"t want to, like cancel a weekend after so much work has gone into its preparation. This is about self esteem; of the staff and the participants. Low self esteem crippled me in my early years and is still prone to erosion if I"m not careful. Boundaries inside and outside were the making of me. Lack of boundaries for these young people led them to prison. Everybody needs a line that must not be crossed. Boundaries create trust. This can and has lead to changed lives and changed relationships, and offers all of us hope in the darkest of times.

单选题William Faulkner was the foremost American______writer of the 20th century.

单选题People can still talk about Anglo-Saxons today even though they came to Britain in the 5th century. This feature of language is called A. Arbitrariness. B. Duality. C. Creativity. D. Displacement.

单选题 Before a big exam, a sound night's sleep will do you more good than poring over textbooks. That, at least, is the folk wisdom. And science, in the form of behavioral psychology, supports that wisdom. But such behavioral studies cannot distinguish between two competing theories of why sleep is good for the memory. One says that sleep is when permanent memories form. The other says that they are actually formed during the day, but then "edited'' at night, to flush away what is superfluous. To tell the difference, it is necessary to look into the brain of a sleeping person, and that is hard. But after a decade of painstaking work, a team led by Pierre Maquet at Liege University in Belgium has managed to do it. The particular stage of sleep in which the Belgian group is interested in is rapid eye movement (REM) sleep, when brain and body are active, heart rate and blood pressure increase, the eyes move back and forth behind the eyelids as ff watching a movie, and brainwave traces resemble those of wakefulness. It is during this period of sleep that people are most likely to relive events of the previous day in dreams. Dr. Maquet used an electronic device called PET to study the brains of people as they practiced a task during the day, and as they slept during the following night. The task required them to press a button as fast as possible, in response to a light coming on in one of six positions. As they learnt how to do this, their response times got faster. What they did not know was that the appearance of the lights sometimes followed a pattern--what is referred to as "artificial grammar". Yet the reductions in response time showed that they learnt faster when the pattern was present than when there was not. What is more, those with more to learn (i. e., the "grammar", as well as the mechanical task of pushing the button) have more active brains. The "editing" theory would not predict that, since the number of irrelevant stimuli would be the same in each case. And to eliminate any doubts that the experimental subjects were learning as opposed to unlearning, their response times when they woke up were even quicker than when they went to sleep. The team, therefore, concluded that the nerve connections involved in memory are reinforced through reactivation during REM sleep, particularly if the brain detects an inherent structure in the material being learnt. So now, on the eve of that crucial test, maths students can sleep soundly in the knowledge that what they will remember the next day are the basic rules of algebra and not the incoherent talk from the radio next door.

单选题{{B}}TEXT C{{/B}} There is a great concern in Europe and North America about declining standards of literacy in schools. In Britain, the fact that 30 percent of 16 year olds have a reading age of 14 or less has helped to prompt massive educational changes. The development of literacy has far-reaching effects on general intellectual development and thus anything that impedes the development of literacy is a serious matter for us all. So the hunt is on for the cause of the decline in literacy. The search so far has forced on socioeconomic factors, or the effectiveness of" traditional" versus" modern" teaching techniques. The fruitless search for the cause of the increase in illiteracy is a tragic example of the saying" They can't see the wood for the trees". When teachers use picture books, they ate simply continuing a long-established tradition that is accepted without question. And for the past two decades, illustrations in reading primers have become increasingly detailed and obtrusive, while language has become impoverished---sometimes to the point of extinction. Amazingly, there is virtually no empirical evidence to support the use of illustrations in teaching reading. On the contrary, a great deal of empirical evidence shows that pictures interfere in a damaging way with all aspects of learning to read. Despite this, from North America to the Antipodes, the first books that many school children receive are totally without text. A teacher's main concern is to help young beginner readers to develop not only the ability to recognize words, but the skills necessary to understand what these words mean. Even ff a child is able to mad aloud fluently, he or she may not be able to understand much of it: this is called" barking at text". The teacher', s takes of improving comprehension is made harder by influences outside the classroom. But the adverse effects of such things as television, video games, or limited language experiences at home, can be offset by experiencing "rich" language at school. Instead, it is not unusual for a book of 30 or more pages to have only one sentence full of repetitive phrases. The artwork is often marvelous, but the pictures make the language redundant, and the children have no need to imagine anything when they read such books. Looking at a picture actively prevents children younger than nine from creating a mental image, and can make it difficult for older children. In order to learn how to comprehend, they need to practice making their own meaning in response to text. They need to have their innate powers of imagination trained. As they grow older, many children turn aside from books without pictures, and it is a situation made more serious as our culture becomes more visual. It is hard to wean children off picture books when pictures have played a major part throughout their formative reading experiences, and when there is competition for their attention from so many other sources of entertainment. The least intelligent are most vulnerable, but tests show that even intelligent children are being affected. The response of educators has been to extend the use of pictures in books and to simplify the language, even at senior levels. The Universities of Oxford and Cambridge recently held joint conferences to discuss the noticeably rapid decline in literacy among their undergraduates. Pictures are also used to help motivate children to read because they are beautiful and eye-catching. But motivation to read should be provided by listening to stories well read, where children imagine in response to the story. Then, as they start to read, they have this experience to help them understand the language, If we present pictures to save children the trouble of developing these creative skills, then I think we are making a great mistake. Academic journals ranging from educational research, psychology, language learning, psycholinguistic, and so on cite experiments, which demonstrate how detrimental picture are for beginner readers, Here is a brief selection: The research results of the Canadian educationalist Dale Willows were clear and consistent pictures affected speed and accuracy and the closer the pictures were to the words, the slower and more inaccurate the child's reading became. She claims that when children come to a word they already know, then the pictures are unnecessary and distracting. If they do not know a word and look to the pictures, which are not closely related to the meaning of the word, they are trying to understand. Jay Samuels, an American psychologist, found that poor readers given no pictures learnt significantly more words than those learning to read with books with pictures. He examined the work of other researchers who reported problems with the use of pictures and who had found that a word without a picture was superior to a word plus a picture. When children were given words and pictures, those who seemed to ignore the pictures and pointed at the words learnt more words than the children who pointed at the pictures, but they still learnt fewer words than the children who had no illustrated stimuli at all.