"I want to criticize the social system, and to show it at work, at its most intense." Virginia Woolf's provocative statement about her intentions in writing Mrs. Dalloway has regularly been ignored by the critics, since it highlights an aspect of her literary interests very different from the traditional picture of the" poetic" novelist concerned with examining states of reverie and vision and with following the intricate pathways of individual consciousness. But Virginia Woolf was a realistic as well as a poetic novelist, a satirist and social critic as well as a visionary: literary critics' cavalier dismissal of Woolf's social vision will not withstand scrutiny. In her novels, Woolf is deeply engaged by the questions of how individuals are shaped (or deformed) by their social environments, how historical forces impinge on people's lives, how class, wealth, and gender help to determine people's fates. Most of her novels are rooted in a realistically rendered social setting and in a precise historical time. Woolf's focus on society has not been generally recognized because of her intense antipathy to propaganda in art. The pictures of reformers in her novels are usually satiric or sharply critical. Even when Woolf is fundamentally sympathetic to their causes, she portrays people anxious to reform their society and possessed of a message or program as arrogant or dishonest, unaware of how their political ideas serve their own psychological needs. (Her Writer's Diary notes: "the only honest people are the artists. "Whereas" these social reformers and philanthropists"...harbor...discreditable desires under the disguise of loving their kind...) Woolf detested what she called "preaching" in fiction, too, and criticized novelist D. H. Lawrence (among others) for working by this method. Woolf's own social criticism is expressed in the language of observation rather than in direct commentary, since for her, fiction is a contemplative, not an active art. She describes phenomena and provides materials for a judgment about society and social issues: it is the reader's work to put the observations together and understand the coherent point of view behind them. As a moralist, Woolf, works by indirection, subtly undermining officially accepted mores, mocking, suggesting, calling into question, rather than asserting, advocating, bearing witness: hers is the satirist's art. Woolf's literary models were acute social observers like Chekhov and Chaucer. As she put it in The Common Reader, "It is safe to say that not a single law has been framed or one stone set upon another because of anything Chaucer said or wrote; and yet, as we read him, we are absorbing morality at every pore. "Like Chaucer, Woolf chose to understand as well as to judge, to know her society root and branch—a decision crucial in order to produce art rather than polemic.

Resolving Conflict in a Multicultural EnvironmentI. Definition of culture— Culture is a group which shapes a person's【T1】_____【T1】______— Cultural identities originate from race,【T2】_____, gender, etc.【T2】______II. Cultural assumptions Cause of cultural conflicts:differences in values and【T3】______【T3】______Example A:— Women wrote excellent proposal but they failed in interview part— They preferred to have【T4】_____ before being questioned【T4】______Example B:— A city in Alaska celebrated 200th year of fur Russian trader— Native Indian tribe was offended— The activity implied there was no【T5】_____ before【T5】______III. Identifying cultural conflictsThree dimensions of cultural conflictsA. contentB.【T6】_____ issues【T6】______C. clash of valuesThree signs of identifying conflicts— complex combinations of【T7】_____ about behaviors【T7】______— If the previous two dimensions do not resolve the conflict, then cultural differences are the root cause—【T8】_____ still causes conflict and emotion【T8】______IV. Resolving cultural conflictsResolution 1:【T9】_____ the cultural dimension【T9】______— acknowledgment that the conflict contains a cultural dimension— all sides are【T10】_____ to deal with all conflict dimensions【T10】______— systematic phased work is needed Four phases:A.【T11】_____ of each other's【T11】______B. Understand cultural perception of both sidesC. Know how problems are handled【T12】_____【T12】______D. Develop conflict solutions Resolution 2: Learning about other cultures— Knowledge could be obtained from training programs,reading, talking and【T13】_____【T13】______— Acquiring a broad knowledge of【T14】_____, not stereotyping【T14】______Resolution 3: Altering practices and procedures in the organizations—【T15】_____ change is necessary to make system culturally sensitive【T15】______

为了躲避人们的皮鞋和车轮，有许多野菜躲到了林里、坡地和树林边的铁路下，只留下那些固执、坚韧的野菜在路边坚守和抵抗。但对那些可以找到它们并能慧眼识珠的人，它们总是报以开怀的嫩绿和鲜艳明丽的各色花朵。 它们通过你的采摘和赠予的无票旅行，来到餐桌上，并不是一种宿命的轮回，而是一种生命更新的替代。关于这个生命轮回的哲学命题，野菜们的实践，要比我们空洞的思考和议论更为深刻和实在。所以，任何走进厨房和走上餐桌的野菜，即使赴汤蹈火，也没有对我们存有任何的恶意和仇恨，反而会以更为旺盛的生命回报我们对它们的慧眼识珠和采摘。它们比我们更明白，伟大的生命必然经历最有价值的轮回。

It would have been impossible, completely and entirely, for any woman to have written the plays of Shakespeare in the age of Shakespeare. Let me imagine, since facts are so hard to come by, what would have happened had Shakespeare had a wonderfully gifted sister, called Judith, let us say. Shakespeare himself went, very probably—his mother was an heiress—to the grammar school, where he may have learnt Latin—Ovid, Virgil and Horace—and the elements of grammar and logic. He was, it is well known, a wild boy who poached rabbits, perhaps shot a deer, and had, rather sooner than he should have done, to marry a woman in the neighborhood, who bore him a child rather quicker than was right. That escapade sent him to seek his fortune in London. He had, it seemed, a taste for the theatre; he began by holding horses at the stage door. Very soon he got work in the theatre, became a successful actor, and lived at the hub of the universe, meeting everybody, knowing everybody, practising his art on the boards, exercising his wits in the streets, and even getting access to the palace of the queen. Meanwhile his extraordinarily gifted sister, let us suppose, remained at home. She was as adventurous, as imaginative, as agog to see the world as he was. But she was not sent to school. She had no chance of learning grammar and logic, let alone of reading Horace and Virgil. She picked up a book now and then, one of her brother's perhaps, and read a few pages. But then her parents came in and told her to mend the stockings or mind the stew and not moon about with books and papers. They would have spoken sharply but kindly, for they were substantial people who knew the conditions of life for a woman and loved their daughter—indeed, more likely than not she was the apple of her father's eye. Perhaps she scribbled some pages up in an apple loft on the sly, but was careful to hide them or set fire to them. Soon, however, before she was out of her teens, she was to be betrothed to the son of a neighboring wool-stapler. She cried out that marriage was hateful to her, and for that she was severely beaten by her father. Then he ceased to scold her. He begged her instead not to hurt him, not to shame him in this matter of her marriage. He would give her a chain of beads or a fine petticoat, he said; and there were tears in his eyes. How could she disobey him? How could she break his heart? The force of her own gift alone drove her to it. She made up a small parcel of her belongings, let herself down by a rope one summer's night and took the road to London. She was not seventeen. The birds that sang in the hedge were not more musical than she was. She had the quickest fancy, a gift like her brother's, for the tune of words. Like him, she had a taste for the theatre. She stood at the stage door; she wanted to act, she said. Men laughed in her face. The manager—a fat, loose-lipped man—guffawed. He bellowed something about poodles dancing and women acting—no woman, he said, could possibly be an actress. He hinted—you can imagine what. She could get no training in her craft. Could she even seek her dinner in a tavern or roam the streets at midnight? Yet her genius was for fiction and lusted to feed abundantly upon the lives of men and women and the study of their ways. At last—for she was very young, oddly like Shakespeare the poet in her face, with the same grey eyes and rounded brows—Nick Greene the actor-manager took pity on her; she found herself with child by that gentleman and so—who shall measure the heat and violence of the poet's heart when caught and tangled in a woman's body? — killed herself one winter's night and lies buried at some crossroads where the omnibuses now stop outside the Elephant and Castle. That, more or less, is how the story would run, I think, if a woman in Shakespeare's day had had Shakespeare's genius.

中国的风景很美。

The United States Constitution requires that the President be a natural-born citizen, thirty-five years of age or be older, who has lived in the United States for a minimum of fourteen years.

他是我见过的最令人讨厌的讲演者。

(1)Sometimes, medical science makes breakthroughs that almost no-one sees coming. Other times, it just seems to catch up with what ordinary people have known intuitively for generations. Though the latest finding from the University of New South Wales falls into the second category, that doesn't diminish its significance. Having pored over thousands of pages of data, researchers are now all but convinced that by exercising their brains people can substantially reduce their risk of dementia(痴呆). (2)Scientists have conducted several hundred studies of the theory that brain reserve—the effect of formal education and mentally challenging work and leisure pursuits—may, through some mechanism not fully understood, protect people against dementia. Aware that the studies had tossed up contradictory results, University of N.S.W. neuroscientist Michael Valenzuela and colleague Perminder Sachdev last year conducted the first systematic review of research on brain reserve. Having integrated data from 22 studies of possible links between people's behavior and their subsequent brain health, the pair bring down their verdict in a paper about to be published in British journal Psychological Medicine. In short, they say, people with high brain reserve have almost half as much risk of developing dementia as those with low brain reserve. In one sense the brain appears to be no different from the muscles of the body, says Valenzuela: "It's a case of use it or lose it." (3)Prevention is crucial with dementia, as medicines do no more than alleviate the symptoms for the 200,000 sufferers in Australia and New Zealand. The most common type of dementia, Alzheimer's Disease, is characterized by the spread of sticky plaques(斑块)and clumps of tangled fiber that disrupt communication between brain cells. Gradually robbing people of their memory, personality and eventually all cognitive function, it typically kills within 5 to 10 years. While most experts presume that aerobic exercise protects people from dementia by maintaining good blood flow to the brain, how mental exercise could help is still a puzzle. "There are a lot of theories," says Valenzuela, "but it's very difficult to pinpoint a single neurobiological characteristic that distinguishes people with high brain reserve from those with low brain reserve. I think that's been part of the problem: we've been looking for a magic bullet." Instead, Valenzuela assumes that mental activity alters the central nervous system in different ways at various levels. Research on mice, he says, shows that a highly stimulating environment increases both the production of new brain and nerve cells and the density of blood vessels around them. A few years ago, Valenzuela headed a project in which a group of elderly Sydney residents had their brains analyzed before and after five weeks of memory training. Investigators found that the exercises induced biochemical changes that were the opposite of what occurs when Alzheimer's takes hold. (4)That finding still excites Valenzuela because it suggests that even those people who've had their minds in low gear for most of their lives can compensate with a late burst of effort. "It seems you can make up for whatever education or job history you may have," he says. "You're not locked into some dementia destiny." (5)But there's much we still don't know about the relationship between brain reserve and dementia. No one can yet say for sure whether an elderly person's disinclination to mental exercise is a cause or a symptom of the disease. There's also uncertainty about whether high brain reserve helps prevent Alzheimer's plaques and tangles from forming, or whether it minimizes their impact or both. It's possible that high brain reserve fosters unusually sturdy neurons(神经细胞)that allow the brain to carry on as usual despite the presence of plaques. Autopsies of Alzheimer's sufferers confirm no neat correlation between the extent of plaques and tangling and the severity of symptoms. "After almost 100 years of research," says Valenzuela, "we still don't understand the fundamental link between the neurobiological changes and the expression of disease."

不管是好习惯还是坏习惯，都是逐渐养成的。当一个人重复做某件事时，一种看不见的力量驱使他去重复做同一件事，这样就养成了习惯。习惯一旦形成，要改掉它是困难的，有时是不可能的。所以，我们在形成习惯的时候要小心谨慎，这一点是非常重要的。 小孩子常常会养成坏习惯。这些坏习惯中有的一直保留到你死去为止。年纪大的人也会养成坏习惯，在某些情况下，这些坏习惯能毁掉人。还有的早年养成的习惯成了一件幸事。许多成功者声称他们很多的成功要归功于早年生活所形成的习惯，诸如准时、早起、诚实和彻底。

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It is important that the education to youths aims at developing a social awareness in these adults-to-be. It is important that thetraining is given to them consists of environmental education. Values【S1】______like saving animals, curbing deforestation, controlling pollution should be inculcated in the youths of today. The education to youthsshould bring before them to the present-day problems faced by the【S2】______society. The youths might come in with innovative solutions to the【S3】______problems of today. Education should aim at resolving to foster thegood practices into the youth in such a way like a conscious choice【S4】______rejecting the bad ones. Education to youths should bring forth thecritical social issues and encourage the youngsters to resolve it.【S5】______Education should motivate the youths to come forward to work for society. It should instill in them a feeling that they belong to the society and that it is their responsibility to drive it on the righteous path. Overpopulation is another important social issue we face today.It is one of the greatest concernings of mankind. Sex education,【S6】______effects of excessive growth of population and the ways of controlling population need to be taught to the youths of the present times. Theeducation to youths should give them sense of social awareness,【S7】______along with their growing sense of self-awareness. The fundamental purpose of education is to create good humanbeings. Education is vital to the healthy growing and development of【S8】______one's personality. On making the "beings" "human" to produce【S9】______"human beings" , lie the importance of education to youths.【S10】______

In China, there is a special social mentality called "resentment towards the rich", meaning the general public is, to a lesser or greater extent, holding grudge against those rich people. This resentment has been growing for the past years. The following article provides detailed information about this issue. Write an article of NO LESS THAN 300 words, in which you should: 1. summarize briefly the public's resentment toward the rich; 2. give your comment, especially on the major causes that lead to this mentality. Rich Getting Richer, But Poor Becoming Resentful Amid a widening wealth gap between rich and poor, a new survey has found that 96 percent of the public said they feel resentful toward the rich. The latest survey, released by the Zhejiang Academy of Social Sciences, also shows that 70 percent of 1,159 respondents said they feel "a big gap" between the rich and poor in China now, with more than half of the people saying the gap will become bigger. The survey, launched in the first half of the year, was based on questionnaires handed out to 10 social groups including public servants, entrepreneurs and farmers. "I believe that the wealth gap is a much more serious problem nationwide," said Qiu Liping, a professor of social stratification at Shanghai University. "Our society is in dire need of a platform for dialogue between the rich and poor," he said. Such a platform, he said, will minimize the resentment against the rich. "People do not always hate the rich. People hate those who are immorally rich," he said. But most of time, people do not make that distinction. Cherry Chang, an editor of a luxury magazine in Shanghai, said her car, a red Porsche, has been vandalized three times in the past two weeks. Her friend's Lamborghini fared no better. "I think there are many people in this city who harbor a deep resentment against the rich," she said. The wrath aimed at the wealthy has been a hot-button issue recently, and can go past vandalism to include kidnapping and even murder. Yi Zhao, a civil servant from Guangdong province, admitted that he dislikes the rich. "Most of them collect wealth at the expense of the poor. Take those real-estate manipulators for example. They control the property market aiming for a higher price and a considerable profit," he said. "On the other hand, I simply can't accept the skyrocketing prices. Isn't it unfair to the majority who are unable to afford an apartment, even if we squeeze together the savings of three generations?" However, Xiao Xiaowei, a 24-year-old self-employed from Wuhan, capital of Hubei province, said she actually respects the rich, especially billionaires. "It's true that some of them get rich illegally or at the expense of the poor, but getting rich surely requires some other qualities, such as excellent interpersonal skills. They have the capabilities that others don't have," Xiao said. Chang also said she worked hard to buy herself an apartment and a car. "If those people have the time to hate us and envy us, why don't they spend the time working, using diligence and intelligence?" asked Chang. Zhang Qi, a 28-year-old professional in Beijing, said getting rich and making money are not just about working hard. "I haven't thought much about making a lot of money. Life is hard for me—and I am privileged with a decent job. For those who are less privileged, life must be even harder," Zhang said.

PASSAGE THREE

Passage Four

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To a university student who is doomed to enter into society to realize himself, which is more important—education or social life? Read the excerpts carefully and write your response in about 300 words, in which you should: 1. summarize briefly the different opinions; 2. give your comment. Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks.Alex (Britain) Education is more important. With education, you can make money. Having to cope with loneliness (no social life) can be resolved when you look back on how much more knowledge you have acquired than others, and how much more money the knowledge has brought you than others.Tom (the US) Education doesn't mean learning without social life. Simply put, the university is not just a place for gaining knowledge but a community for the students to grow and mature.Olive (Poland) Education is the foundation of life. Education is far more significant than social life. This is because education prepare students for success and helps them go further in life as well. With a vast variety of career paths, education allows people to select their fields of interest and specialize in an occupation related to that career path. As a result, education not only allows people to make a living but also enables them to do what they want and love in their daily life.Twist (Canada) Yes, you can have your fun with a great social life; yes, you can not have a bachelor's degree and still do well in life. But statistically, people with a degree get higher paying jobs, which leads to a more diverse and comfortable lifestyle. If you are confident of success without a degree, don't get one! Go and start doing what you want to do. Most people misunderstand the term "education"; education can take place not only at school, but at your work and at home; it's intimately linked to your life.Steve (China) Technically, education is a part of your social life. Anyway by having a social life you will have connections. You can be the smartest person in the world while with no connections you are nothing. If you meet a CEO of a big company, are you going to say, "I have a Ph. D. Hire me. " or socialize with him?Ann (Austria) Life is about living, not getting a grade A. At the end of your life, when you look back on everything, you are not going to smile and feel glad that you have learned more instead of celebrating your best friends' birthday. Even if you get a doctorate, it doesn't guarantee that you will get success and money, and having a social life guarantees a psychological fulfillment that grades can never supply. Write your response on ANSWER SHEET FOUR.

According to a new online survey, one in ten teenagers have an underage friend who has ordered beer, wine or liquor over the Internet.

Differences Between Chinese Cultures and American CulturesI. General differencesA. History— China: a traditional centuries-old country— America: a(n)【T1】_____ nation【T1】______B. Cultural identity— China: long endured traditions and customs— America: a melting pot of culturesII. Specific differencesA.【T2】_____【T2】______— China: formal and hierarchical— America: loose and【T3】_____【T3】______B. Confrontation/Conflict— China: avoid direct conflict or confrontation【T4】_____ and honour to a person are prioritised【T4】______C. Self— China: value【T5】_____【T5】______e.g. willing to【T6】_____ for greater good【T6】______— America: look more at individualismD.【T7】_____ and Reputation【T7】______— China: avoid【T8】_____【T8】______e.g. sacrifice the job to heal the shame— America: getting the job done is more important than reputationE. Business Relations— China:【T9】_____ comes ahead of business【T9】______— America business is more importantF. Morals— China: place high value on moralslate marriage is encouraged【T10】_____ is discouraged in early adolescence【T10】______proprieties are expected to be held up— America more【T11】_____【T11】______G. Humility— China humility is considered a(n)【T12】_____【T12】______— America: successes are lauded; humility is a(n)【T13】_____【T13】______H. Time Sensitivity— China view time as a(n)【T14】_____ not an absolute【T14】______— America: very time sensitive in meetings and【T15】_____【T15】______

Five Virtues of StyleI. Correctness— Follow correct usage of words, grammar and【T1】_____ rules【T1】______— Reasonsa)Ensure【T2】_____ communication【T2】______b)Make your speech or writing【T3】_____to an audience【T3】______II.【T4】_____【T4】______— Message will not get lost due to clear and simple writing— Tips on simple writinga)Write something an 8th grader can understandb)Use【T5】_____verbs【T5】______c)Keep average sentence length to about【T6】_____ words【T6】______III. Evidence— Purpose: to measure how well language materializesthe【T7】_____ appeal to an audience【T7】______— Using【T8】______【T8】______Example: to ask for more funds to fight childhood hunger Avoid【T9】_____ at the beginning【T9】______ Tell a story about a child victimized by hungerIV.【T10】_____【T10】______— Quality of style concerned witha)choice of【T11】_____【T11】______b)audiencec)occasion— Example: best man speech at a weddingV. Ornateness— Make the text【T12】_____ by use of【T12】______a)figures of speech andb)manipulation of【T13】_____ and rhythm of words【T13】______— Speaker's favourite choice:a)Antanaclasis: repetition of a word in【T14】_____【T14】______b)Simile: explicit comparisonc)【T15】_____: linking two unlike things【T15】______

Water projects in the United States gained a new rationale in the 1930s as the nation suffered its worst economic depression andthe Great Plains region suffered its worst drought in recording【S1】______history. As the economy sank into a deep depression andemployment rates increased, the political climate for direct federal【S2】______government involvement in water projects improved. PresidentFranklin Roosevelt's first 100 days in the office brought a number of【S3】______new laws to deal the severe economic depression that became known【S4】______as the Great Depression. Two of these laws, the Tennessee Valley Authority Act of 1933 and the National Recovery Act of 1933(NIRA), had particular significant for water resource development.【S5】______ The natural pattern of the Tennessee River was characterizedby large spring flows produced destructive floods and low summer【S6】______flows that inhibited navigation. The intensity and frequency of theevents discouraged development and contributed toward persistent【S7】______poverty in the valley. To counter these natural obstacles, the Tennessee Valley Authority Act of 1933 created the TennesseeValley Authority(TVA), a public agent with broad powers to【S8】______promote development in the region, including the authority to build dams and reservoirs and to generate and sell hydroelectric power.The TVA is a unique institution on that it brings all the water-related【S9】______functions of the federal government under a single body. The TVA used its authority to transform the Tennessee River into one of themore highly regulated rivers in the world within about two decades.【S10】______The TVA inherited the Wilson Dam, and by the beginning of the Second World War it had completed six additional multipurpose dams with power plants and locks for navigation.