Directions:Writeanessaybasedonthechart.Inyourwriting,youshould1)interpretthechart,and2)giveyourcomments.Youshouldwriteabout150words.

Doctors already know that people who smoke can damage their hearing. The latest study in the journal Tobacco Control,【C1】______more than 3,000 US adults, suggests the same is true of passive smoking. Experts believe tobacco smoke may【C2】______blood flow in the small vessels of the ear. This could starve the organ of oxygen and lead to a build up of【C3】______waste, causing damage. The harm is different【C4】______that caused by noise exposure or simple ageing. In the study, the researchers from the University of Miami and Florida International University looked at the hearing test results of 3,307 non-smoking volunteers— some who were ex-smokers and some who had never smoked in their lifetime. The tests measured【C5】______of hearing over low, mid and high noise frequencies. To【C6】______passive smoke exposure, the volunteers had their blood checked for a byproduct of nicotine, called cotinine, which is made when the body comes into【C7】______tobacco smoke. This【C8】______that people exposed to second-hand smoke were far more likely to have poorer hearing than others, and to a degree where they might struggle to【C9】______a conversation in the【C10】______of background noise. Passive smoking increased their risk of hearing loss across all sound frequencies by about a third. Dr David Fabry, who led the research, said: "We【C11】______do not know exactly how much smoke you need to be exposed to in order to be at increased risk. 【C12】______we do know that the【C13】______for damage is very low. Really, the safe level of exposure is no exposure." Dr Ralph Holme, head of another research team, said: "We already knew from our own research that regular【C14】______smoking is a significant risk【C15】______leading to hearing loss and this new study is important as it【C16】______the increased risks posed by passive smoking too. Hearing loss can often be very【C17】______and lead to social isolation, if not quickly【C18】______Before you next【C19】______a cigarette, consider how it could impact not only【C20】______your own long-term hearing but your friends" and relatives" too."

If I ask you what constitutes "bad" eating, the kind that leads to obesity and a variety of connected diseases, you're likely to answer, "Salt, fat and sugar." Yet that's not a(n)【C1】______ answer. We don't know everything about the dietary【C2】______ to chronic disease, but the best-qualified people argue that real food is more likely to promote health and less likely to cause disease than hyper-processed food. And we can further【C3】______ that message: Minimally processed food—Real Food—should【C4】______ our diets. Real food solves the salt / fat / sugar problem. Yes, excess salt may cause high blood pressure, and【C5】______ sodium intake in people with high blood pressure helps. 【C6】______ salt is only one of several risk factors in developing high blood pressure, and those who eat a diverse diet and few processed foods need not【C7】______ about salt intake. "Fat" is a complicated topic. Most naturally occurring fats are probably essential, but too much of some fats seems【C8】______. Eat real food【C9】______ your fat intake will probably be fine. "Sugar" has come to【C10】______ the entire group of processed, nutritionally worthless caloric sweeteners. All appear to be damaging because they're added sugars, as【C11】______ to naturally occurring ones.【C12】______: Sugar is not the only enemy. The enemy is hyper-processed food,【C13】______ sugar. We know that eating real food is a general solution, but a large part of our dietary problems might【C14】______ from the consumption of caloric sweeteners and / or hyper-processed carbohydrate. For example, how to limit the intake of sugar? A soda tax is a(n) 【C15】______, proper labeling would be helpful, and—quite possibly most important, 【C16】______ it's going to take us a generation or two to get out of this mess—restrictions【C17】______ marketing sweet "food" to children. There's no reason to【C18】______ action on those kinds of moves. But let's get the science straight so that firm,【C19】______, sound recommendations can be made【C20】______ the best possible evidence. And meanwhile, let's also get the simple message straight: It's "Eat Real Food."

Robots have been the stuff of science fiction for so long that it is surprisingly hard to see them as the stuff of management fact. It is time for management thinkers to catch up with science-fiction writers. Robots have been doing menial jobs on production lines since the 1960s. The world already has more than 1 million industrial robots. There is now an acceleration in the rates at which they are becoming both cleverer and cheaper: an explosive combination. Robots are learning to interact with the world around them. Their ability to see things is getting ever closer to that of humans, as is their capacity to ingest information and act on it. Tomorrow's robots will increasingly take on delicate, complex tasks. And instead of being imprisoned in cages to stop them colliding with people and machines, they will be free to wander. Until now executives have largely ignored robots, regarding them as an engineering rather than a management problem. This cannot go on: robots are becoming too powerful and ubiquitous . Companies certainly need to rethink their human-resources policies—starting by questioning whether they should have departments devoted to purely human resources. The first issue is how to manage the robots themselves. An American writer, Isaac Asimov laid down the basic rule in 1942: no robot should harm a human. This rule has been reinforced by recent technological improvements: robots are now much more sensitive to their surroundings and can be instructed to avoid hitting people. A second question is how to manage the homo side of homo-robo relations. Workers have always worried that new technologies will take away their livelihoods, ever since the original Luddites' fears about mechanised looms. Now, the arrival of increasingly humanoid automatons in workplaces, in an era of high unemployment, is bound to provoke a reaction. Two principles—don't let robots hurt or frighten people—are relatively simple. Robot scientists are tackling more complicated problems as robots become more sophisticated. They are keen to avoid hierarchies among rescue-robots(because the loss of the leader would render the rest redundant). They are keen to avoid duplication between robots and their human handlers. This suggests that the world could be on the verge of a great management revolution: making robots behave like humans rather than the 20th century's preferred option, making humans behave like robots.

Directions:Writeanessaybasedonthechart.Inyourwriting,youshould1)describethediagram,and2)giveyourcomments.Youshouldwriteabout150words.

Suppose the Ohio Program of Intensive English is enrolling students. This program is to help students learn English quickly. Write an advertisement on behalf of the program to 1) introduce the program, and 2) tell students how to contact the program for more information. You should write about 100 words.

Social science has weighed in on the "tiger mom" debate, and it looks like everyone is right: Both over-protective and laid-back mothers can raise successful children. Three years after Yale law professor Amy Chua"s controversial article, "Why Chinese Mothers Are Superior," in the Wall Street Journal, Stanford researchers Alyssa Fu and Hazel Markus have published a study examining the effectiveness of the【C1】______, high-pressure parenting Chua【C2】______and the more relaxing style【C3】______in European-American culture. They found both parenting styles can be【C4】______; the key is in how the child views his or her relationship with the mother. In Asian-American culture, children are often expected to rely on their families,【C5】______traditionally European-American families【C6】______value and encourage independence. Parental pressure【C7】______different reactions in each culture: Asian-American students said they felt like parent involvement in their lives is a form of support, while European-American children【C8】______the pressure to perform. "These findings underline the importance of understanding cultural【C9】______in how people interpret themselves and their relationships to others," the researchers wrote. "European-American mothers who assume that achievement is an individual project may be right to believe that too much involvement can【C10】______motivation. Tiger Mothers who assume that achievement is a group project may be equally right to【C11】______that parental involvement is【C12】______for motivation." The researchers evaluated these two different parenting【C13】______by analyzing the connections between children"s motivation and their mothers. Across the studies, Asian-American students saw more【C14】______between themselves and their mothers and were more accepting of their mothers" involvement in their lives. These students viewed pressure from their mothers【C15】______and said it motivated them in times of【C16】______. European-American students, on the other hand, reported feeling more independent from their mothers and seeing pressure to succeed【C17】______a lack of support rather than a source of motivation. Parents might take some comfort knowing that,【C18】______Chua"s battle cries for stricter childrearing, it looks like parenting isn"t quite so clear-cut And dissatisfied white kids can【C19】______, too: They now have the social science to【C20】______ignoring their mothers.

BPart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D./B

If you know exactly what you want, the best route to a job is to get specialized training. A recent survey shows that companieslike the graduates in such fields as business and health care who can go to work immediately with very little on-the-job training. That's especially true of booming fields that are challenging for workers. At Cornell's School of Hotel Administration, for example, bachelor's degree graduates get an average of four or five job offers with salaries ranging from the high teens to the low 20s and plenty of chances for rapid advancement. Large companies, especially, like a background of formal education coupled with work experience. But in the long run, too much specialization doesn't pay off. Business, which has been flooded with MBAs, no longer considers the degree an automatic stamp of approval. The MBA may open doors and command a higher salary initially, but the impact of a degree washes out after five years. As further evidence of the erosion of corporate faith in specialized degrees, Michigan State's Scheetz cites a pattern in corporate hiring practices. Although companies tend to take on specialists as new hires, they often seek out generalists for middle-and upper-level management. "They want someone who isn't constrained by nuts and bolts to look at the big picture," says Scheetz. This sounds suspiciously like a formal statement that you approve of the liberal-arts graduate. Time and again labor-market analysts mention a need for talents that liberal-arts majors are assumed to have: writing and communication skills, organizational skills, open-mindedness and adapt-ability, and the ability to analyze and solve problems. David Birch claims he does not hire anybody with an MBA or an engineering degree. "I hire only liberal-arts people because they have a less-than-canned way of doing things," says Birch. Liberal-arts means an academically thorough and strict program that includes literature, history, mathematics, economics, science, human behavior—plus a computer course or two. With that under your belt, you can feel free to specialize. "A liberal-arts degree coupled with an MBA or some other technical training is a very good combination in the marketplace," says Scheetz.

BPart ADirections: Write a composition/letter of no less than 100 words on the following information./B

Imagine a world in which we are assigned a number that indicates how influential we are. This number would help determine【C1】______you receive a job, a hotel-room upgrade or free samples at the supermarket. If your influence score is【C2】______, you don't get the promotion, the suite or the cookies without charge. This is not science fiction. It's happening to millions of social network users. If you have a Facebook, Twitter or LinkedIn account, you are already being【C3】______—or will be soon. Companies【C4】______names like Klout, Peerlndex and Twitter Grader are in the【C5】______of scoring millions, eventually billions, of people on their【C6】______of influence. Yet the companies are not simply looking at the number of【C7】______or friends you've gathered.【C8】______, they are beginning to measure influence in more【C9】______ways, and posting their judgments—in the form of a score— online. To some, it's an inspiring tool—one that's【C10】______the democratization of influence. No longer must you be a public【C11】______, a politician or a media personality to be【C12】______influential. Social scoring can also help build a personal brand. To critics, social scoring is a brave new technoworld, where your rating could help【C13】______how well you are treated by everyone with whom you【C14】______. Influence scores typically range from 1 to 100. On Klout, the dominant player in this space, the average score is in the high teens. A score in the 40s【C15】______a strong following. A 100, on the other hand, means you're Justin Bieber. On Peerlndex, the average score is 19. A(n)【C16】______100, the company says, is "god-like." Companies are still improving their methodologies—examining through data and【C17】______other networking sites. Industry professionals say it's important to focus your digital presence on one or two areas of interest. Don't be a generalist. Most importantly: be passionate, knowledgeable and trustworthy. 【C18】______, scoring is subjective and, for now, imperfect: most analytics companies rely heavily on a user's Twitter and Facebook【C19】______, leaving out other online activities, like blogging or posting YouTube videos.【C20】______influence in the offline world—it doesn't count.

In a former leather factory just off Euston Road in London, a hopeful firm is starting up. BenevolentAI's main room is large and open-plan. In it, scientists and coders sit busily on benches, plying their various trades . The firm's star, though, has a private, temperature-controlled office. That star is a powerful computer that runs the software which sits at the heart of BenevolentAI's business. This software is an artificial-intelligence system. AI, as it is known for short, comes in several forms. But BenevolentAI's version of it is a form of machine learning that can draw inferences about what it has learned. In particular, it can process natural language and formulate new ideas from what it reads. Its job is to sift through vast chemical libraries, medical databases and conventionally presented scientific papers, looking for potential drug molecules. Nor is BenevolentAI a one-off. More and more people and firms believe that AI is well placed to help unpick biology and advance human health. Indeed, as Chris Bishop of Microsoft Research, in Cambridge, England, observes, one way of thinking about living organisms is to recognize that they are, in essence, complex systems which process information using a combination of hardware and software. That thought has consequences. Whether it is the new Chan Zuckerberg Initiative (CZI) , from the founder of Facebook and his wife, or the biological subsidiaries being set up by firms such as Alphabet (Google's parent company), IBM and Microsoft, the new Big Idea in Silicon Valley is that in the worlds of biology and disease there are problems its software engineers can solve. The discovery of new drugs is an early test of the belief that AI has much to offer biology and medicine. Pharmaceutical companies are finding it increasingly difficult to make headway in their search for novel products. The conventional approach is to screen large numbers of molecules for signs of relative biological effect, and then weed out the useless partin a series of more and more expensive tests and trials, in the hope of coming up with a golden nugget at the end. This way of doing things is, however, declining in productivity and rising in cost.

BSection I Use of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D./B

It would be interesting to discover how many young people go to university without any clear idea of what they are going to do afterwards. If one considers the enormous variety of courses【C1】______, it is not hard to see how difficult it is for a student to select the course most suited to his【C2】______and abilities. If a student goes to university to acquire a broader【C3】______of life, to enlarge his ideas and to learn to think for himself, he will undoubtedly benefit. Schools often have too【C4】______an atmosphere, with its time tables and【C5】______, to allow him much time for independent assessment of the work he is【C6】______to do. Most students would, I believe,【C7】______a year of such exploration of different academic studies, especially those "all rounders" with no【C8】______interest. They should have longer time to【C9】______in what subject they want to take their degrees, so that in later life, they do not【C10】______and say, "I should like to have been an archaeologist.【C11】______I hadn't taken a degree in Modern Languages, I shouldn't have ended up as a(n)【C12】______, but it's too late now. I couldn't go back and begin all over again." There is, of course, another side【C13】______the question of how to make the best use of one's time at university. This is the case of the student who excels in a particular branch of learning. He is immediately【C14】______by the University of his choice, and spends his three or four years becoming a specialist, emerging with a first-class Honour Degree and very【C15】______knowledge of what the rest of the world is all about. It【C16】______becomes more and more important that, if students are not to waste their【C17】______there will have to be much more【C18】______information about courses and more advice. Only in this way can we be sure that we are not to have, on the one hand, a band of specialists【C19】______of anything outside of their own subject, and on the other hand, an ever increasing number of graduates【C20】______in subjects for which there is little or no demand in the working world.

Suppose you want to send your friend Murphy a gift to thank him for helping you with your study. Write him a letter to 1) introduce your gift, and 2) explain why you send him the gift. You should write about 100 words. Do not use your own name. Use "Li Ming" instead. Do not write your address.

BPart ADirections: Read the following four texts. Answer the questions below each text by choosing A, B, C or D./B

BPart BDirections: Write an essay of 160-200 words based on the following information./B

BPart BDirections: Write an essay of 160-200 words based on the following information./B

Two years ago Japan was struck by a strong earthquake that triggered a disastrous tsunami. Now comes a sobering account of the human and environmental toll. Gretel Ehrlich, an American writer, flew to the north-east coast of the island of Honshu three months after the quake. A student of Japanese poetry and Buddhist philosophy, she was drawn to " meet those who faced the wave and survived" . Readers of her book can witness the devastation through keen eyes. This stretch of coastline was described by a 17th-century poet, Basho, as the most beautiful spot in Japan. In June 2011 it was "a plain of chaos, a monstrous picture that no eye, no painting could truly capture". Roving the 1,300 kilometres(800 miles)of shattered coast, Ms Ehrlich seeks out survivors and relays their stories. Pervasive are reports on the radiation spewing from the damaged Fukushima Daiichi nuclear power plant, reflections on human suffering and resilience, and a series of dreadful facts. More than 28,700 people died in Japan; thousands more went missing. The tsunami wave rose 38 metres(124 feet), washing away entire towns. The reactor meltdown caused "the worst maritime contamination disaster in recorded history". The energy released was 600m times that of the bomb dropped on Hiroshima. "Three sorrows; quake, tsunami, meltdown", encapsulates the disaster. Ms Ehrlich does not provide a comprehensive reckoning, but a set of stories. The tsunami is retold as it happens through a blog updated as a fisherman races out to sea, uploading observations from his mobile phone. Months later, corpses still surface. One mother has rented an industrial digger and ceaselessly explores the river channel searching for her child. "The sea floor is covered in debris," an old fisherman says. " If you go trolling for flatfish, you might pull out a dead friend . "

Warren Buffett, who on May 3rd hosts the folksy extravaganza that is Berkshire Hathaway's annual shareholders' meeting, is an icon of American capitalism. At 83, he also embodies a striking demographic trend: for highly skilled people to go on working well into what was once thought to be old age. Across the rich world, well-educated people increasingly work longer than the less-skilled. Some 65% of American men aged 62-74 with a professional degree are in the workforce, compared with 32% of men with only a high-school certificate. This gap is part of a deepening divide between the well-educated well-off and the unskilled poor that is slicing through all age groups. Rapid innovation has raised the incomes of the highly skilled while squeezing those of the unskilled. Those at the top are working longer hours each year than those at the bottom. And the well-qualified are extending their working lives, compared with those of less-educated people. The consequences, for individuals and society, are profound. But the notion of a sharp division between the working young and the idle old misses a new trend, the growing gap between the skilled and the unskilled. Employment rates are falling among younger unskilled people, whereas older skilled folk are working longer. The divide is most extreme in America, where well-educated baby-boomers are putting off retirement while many less-skilled younger people have dropped out of the workforce. Policy is partly responsible. Many European governments have abandoned policies that used to encourage people to retire early. Rising life expectancy, combined with the replacement of generous defined-benefit pension plans with stingier defined-contribution ones, means that even the better-off must work longer to have a comfortable retirement. But the changing nature of work also plays a big role. Pay has risen sharply for the highly educated, and those people continue to reap rich rewards into old age because these days the educated elderly are more productive than their predecessors. Technological change may well reinforce that shift: the skills that complement computers, from management expertise to creativity, do not necessarily decline with age. This trend will benefit not just fortunate oldies but also, in some ways, society as a whole. Government budgets will be in better shape, as high earners pay taxes for longer. Rich countries with lots of well-educated older people will find the burden of ageing easier to bear than other places. At the other end of the social scale, however, things look grim. Nor are all the effects on the economy beneficial. Wealthy old people will accumulate more savings, which will weaken demand. Inequality will increase and a growing share of wealth will eventually be transferred to the next generation via inheritance, entrenching the division between winners and losers still further.