单选题They ______ a football match at four o'clock yesterday afternoon. A. had B. were having C. had had

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单选题Questions 11—13 are based on the following monologue about aspirin. You now have 15 seconds to read Questions 11—13.

单选题Real policemen hardly recognize any resemblance between their lives and what they see on TV. The first difference is that a policeman's real life revolves round criminal law. He has to know exactly what actions are crimes and what evidence can be used to prove them in court. He has to know nearly as much law as a professional lawyer, and what is more, he has to apply it on his feet, in the dark and rain, running down a street after someone he wants to talk to. Little of his time is spent in chatting, he will spend most of his working life typing millions of words on thousands of forms about hundreds of sad, unimportant people who are guilty of stupid, petty crimes. Most television crime drama is about finding the criminal: as soon as he's arrested, the story is over. In real life, finding criminals is seldom much of a problem. Except in very serious cases like murders and terrorist attacks little effort is spent on searching. Having made an arrest, a detective really starts to work. He has to prove his case in court and to do that he often has to gather a lot of different evidence. A third big difference between the drama detective and the real one is the unpleasant pressures: firstly, as members of a police force they always have to behave absolutely in accordance with the law; secondly, as expensive public servants they have to get results. They can hardly ever do both. Most of the time some of them have to break the rules in small ways. If the detective has to deceive the world, the world often deceives him. Hardly anyone he meets tells him the truth. And this separation the detective feels between himself and the rest of the world is deepened by the simple-mindedness--as he sees it--of citizens, social workers, doctors, law-makers, and judges, who, instead of eliminating crime punish the criminals less severely in the hope that this will make them reform. The result, detectives feel, is that nine-tenths of their work is recatching people who should have stayed behind bars. This makes them rather cynical.

单选题 Questions 14-16 are based on the following monologue. You now have 15 seconds to read Questions 14-16.

单选题{{B}}Passage 1{{/B}} The Internet raises major issues and challenges for education, not just in China but all over the world. Yet it simply cannot be ignored in terms of the opportunities and resources that it can offer. We can divide the main issues facing education systems into three groups -- access, quality and responsibility. Let us consider the Internet in relation to each of them. First, access. Through the Internet, practically the whole world can be brought into your classroom. Using e-mail makes it possible to have a class whose members are spread all over the world and who may never meet either the teacher or each other face to face. It can put students in different countries in easy contact. The information resources available are almost limitless. With the Internet, students and teachers can access the wisdom, experience, skills, and even guidance of others in a way that was only possible for a very privileged few. Next, quality. The Internet does pose serious problems of quality for education systems. Obviously, there is a lot of material on the Internet that no one would want children or students to have uncontrolled access to, but there are other problems which are very difficult to solve. The first is how to handle the sheer quantity of information available, and how to make it manageable. Because anyone can put information on the Internet, and there are no limits on quantity, it can be almost impossible to find exactly the information that one wants. Teachers and students cannot afford to waste time on unsuccessful searching. How can we identify the information which will be most useful without overloading ourselves and our students with unnecessary information? How do we select the best information from all that is available? This raises the issue of responsibility. There are few editors or quality controllers on the Internet. The ultimate responsibility for selection and judgment falls to the user, whether teacher or student. Teachers, and still less students, are not experts in every field; what we select may not be what we really want, perhaps is old, even wrong. Any profession must take some collective responsibility in resolving these problems. Conscious and deliberate efforts have to be made to share information between teachers about useful sites and about the best way to use them. Those who have found something useful or of high quality should not keep the information to themselves, but share it as widely as possible. There are many professional discussion groups active on the Internet which aim to do this. Access to them by teachers should be actively encouraged. This will require investment by institutions in giving easy access to the Internet and email to all teachers. Without this investment, educators -- and ultimately students -- will be deprived of a vital resource for the development of education in the future.

单选题Questions 17-20 are based on comments on job interviews. You now have 20 seconds to read Questions 17-20.

单选题Which of the following things has nothing to do with the high rates of crimes in the U. S. ?

单选题Why does the group demand the changes in the distribution of the funds?

单选题The religious leader of the Church of England is [A] Presbyterian. [B] Anglican. [C] Archbishop of Canterbury. [D] Queen.

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单选题 Two factors weigh heavily against the effectiveness of scientific research in industry. One is the general atmosphere of secrecy in which it is {{U}} {{U}} 1 {{/U}} {{/U}}, the other the lack of freedom of the individual research worker. {{U}} {{U}} 2 {{/U}} {{/U}}any inquiry is a secret one, it naturally limits all those engaged in carrying it out {{U}} {{U}} 3 {{/U}} {{/U}}effective contact with their fellow scientists either in other countries or in universities, or {{U}} {{U}} 4 {{/U}} {{/U}},often err)ugh, in other departments of the same firm. The degree of secrecy naturally {{U}} {{U}} 5 {{/U}} {{/U}}considerably. Some of the bigger firms are {{U}} {{U}} 6 {{/U}} {{/U}}in researches which am {{U}} {{U}} 7 {{/U}} {{/U}}such general and fundamental nature that it is a positive {{U}} {{U}} 8 {{/U}} {{/U}}to them not to keep them secret. {{U}} {{U}} 9 {{/U}} {{/U}}a great many processes depending on such research am sought for with complete secrecy {{U}} {{U}} 10 {{/U}} {{/U}}the stage at which patents can be {{U}} {{U}} 11 {{/U}} {{/U}}. Even more processes am never patented {{U}} {{U}} 12 {{/U}} {{/U}}but kept as secret processes. This {{U}} {{U}} 13 {{/U}} {{/U}}particularly to chemical industries, where chance discoveries play a much larger part {{U}} {{U}} 14 {{/U}} {{/U}}they do in physical and mechanical industries. Sometimes the secrecy goes to such an {{U}} {{U}} 15 {{/U}} {{/U}}that the whole nature of the research cannot be mentioned. Many firms, for instance, have great difficulty in {{U}} {{U}} 16 {{/U}} {{/U}}technical or scientific books from libraries {{U}} {{U}} 17 {{/U}} {{/U}}they are unwilling to have their names entered {{U}} {{U}} 18 {{/U}} {{/U}}having taken out such and such a book, {{U}} {{U}} 19 {{/U}} {{/U}}the agents of other firms should be able to trace the kind of research they are likely to be {{U}} {{U}} 20 {{/U}} {{/U}}.