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单选题 Woodrow Wilson was referring to the liberal idea of the economic market when he said that the free enterprise system is the most efficient economic system. Maximum freedom means maximum productiveness; our "openness" is to be the measure of our stability. Fascination with this ideal has made Americans defy the "Old World" categories of settled possessiveness versus unsettling deprivation, a "status quo" defended or attacked. The United States, it was believed, had no status quo ante. Our only "station" was the turning of a stationary wheel, spinning faster and faster. We did not base our system on property but opportunity—which meant we based it not on stability but on mobility. The more things changed, that is, the more rapidly the wheel turned, the steadier we would be. The conventional picture of class politics is composed of the Haves, who want a stability to keep what they have, and the Have-Nots, who want a touch of instability and change in which to scramble for the things they have not. But Americans imagined a condition in which speculators, self-makers, runners are always using the new opportunities given by our land. These economic leaders (front-runners) would thus be mainly agents of change. The nonstarters were considered the ones who wanted stability, a strong referee to give them some position in the race, a regulative hand to calm manic speculation; an authority that can call things to a halt, begin things again from compensatorily staggered "starting lines." "Reform" in America has been sterile because it can imagine no change except through the extension of this metaphor of a race, wider inclusion of competitors, "a piece of the action," as it were, for the disenfranchised. There is no attempt to call off the race. Since our only stability is change, America seems not to honor the quiet work that achieves social interdependence and stability. There is, in our legends, no heroism of the office clerk, no stable industrial work force of the people who actually make the system work. There is no pride in being an employee (Wilson asked for a return to the time when everyone was an employer). There has been no boasting about our social workers--they are merely signs of the system's failure, of opportunity denied or not taken, of things to be eliminated. We have no pride in our growing interdependence, in the fact that our system can serve others, that we are able to help those in need; empty boasts from the past make us ashamed of our present achievements, make us try to forget or deny them, move away from them. There is no honor but in the Wonderland race we must all run, all trying to win, none winning in the end (for there is no end).

单选题 Directions: In this section, you will read several passages. Each passage is followed by several questions based on its content. You are to choose ONE best answer, (A), (B), (C) or (D), to each question. Answer all the questions following each passage on the basis of what is stated or implied in that passage and write the letter of the answer you have chosen in the corresponding space in your ANSWER BOOKLET. Questions 1-5 The discovery of the Antarctic not only proved one of the most interesting of all geographical adventures, but created what might be called "the heroic age of Antarctic exploration". By their tremendous heroism, men such as Shakleton, Scott, and Amundsen caused a new continent to emerge from the shadows, and yet that heroic age, little more than a century old, is already passing. Modern science and inventions are revolutionizing the endurance, future journeys into these icy wastes will probably depend on motor vehicles equipped with caterpillar traction rather than on the dogs that earlier discoverers found so invaluable and hardly comparable. Few realize that this Antarctic continent is almost equal in size to South America, and enormous field of work awaits geographers and prospectors. The coasts of this continent remain to be accurately charted, and the mapping of the whole of the interior presents a formidable task to the cartographers who undertake the work. Once their labors are completed, it will be possible to prospect the vast natural resources which scientists believe will furnish one of the largest treasure hoards of metals and minerals the world has yet known, and almost inexhaustible sources of copper, coal, uranium, and many other ores will become available to man. Such discoveries will usher in an era of practical exploitation of the Antarctic wastes. The polar darkness which hides this continent for the six winter months will be defeated by huge batteries of light which make possible the establishing of air-fields for the future inter- continental air services by making these areas as light as day. Present flying routes will be completely changed, for the Antarctic refueling bases will make flights from Australia to South America comparatively easy over the 5,000 miles journey. The climate is not likely to offer an insuperable problem, for the explorer Admiral Byrd has shown that the climate is possible even for men completely untrained for expeditions into those frozen wastes. Some of his parties were men who had never seen snow before, and yet he records that they survived the rigors of the Antarctic climate comfortably, so that, provided that the appropriate installations are made, we may assume that human beings from all countries could live there safely. Byrd even affirms that it is probably the most healthy climate in the world, for the intense cold of thousands of years has sterilized this continent, and rendered it absolutely germfree, with the consequences that ordinary and extraordinary sickness and diseases from which man suffers in other zones with different climates are here utterly unknown. There exist no problems of conservation and preservation of food supplies, for the latter keep indefinitely without any signs of deterioration; it may even be that later generations will come to regard the Antarctic as the natural storehouse for the whole world. Plans are already on foot to set up permanent bases on the shores of this continent, and what so few years ago was regarded as a "dead continent" now promises to be a most active center of human life and endeavor.

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单选题 {{B}}Questions 11-14{{/B}}

单选题The author mentioned "a string of crimes" in paragraph 2 to show that ______.

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单选题 When I recently mentioned to a pregnant acquaintance that I was writing a book about egg freezing (and had frozen my own eggs in hopes of preserving my ability to have children well into my 40s), she replied, "You're so lucky. I wish I had known to freeze my eggs. " She was 40 years old and wanted two children, so she and her husband were planning to start trying to conceive a second child shortly after the birth of their first. "Now everything is a rush," she said. Married at 38, she didn't think to talk to her obstetrician-gynecologist about fertility before then. If her doctor had brought up the subject, she said, she might have put away some eggs when she was younger. In our fertility-obsessed society, women can't escape the message that it's harder to get pregnant after 35. And yet, it's not a conversation patients are having with the doctors they talk to about their most intimate issues—their OB-GYNs—unless they bring up the topic first. OB-GYNs routinely ask patients during their annual exams about their sexual histories and need for contraception, but often missing from the list is, "Do you plan to have a family?" OB-GYNs are divided on whether it's their responsibility to broach the topic with patients. Those who take an "ask me first" approach understandably don't want to offend women who don't want children, or frighten those who do. It doesn't take much for an informational briefing to spiral into a teary heart-to-heart about dating woes. Do you reassure a distraught 38-year-old that she's still got time; encourage her to seriously consider having a baby on her own; or freak her out so she settles for a lackluster relationship? And considering that fertility figures are averages (while one woman may need fertility treatment at age 36, another can get pregnant naturally at 42), when is the right age to sound the alarm? But the biggest impediment to bringing the issue up was that doctors didn't have many good recommendations for a single woman. she could either use an anonymous donor's sperm to have a baby today, or she could fertilize her eggs with it and freeze the resulting embryos for future use. Now, a better option is gaining credibility. Egg freezing (a technique that allows women to store their unfertilized eggs to use with a future partner when they are older) has been available in the United States since the early 2000s, but success rates at first were low and doctors have been hesitant to push it. The American Society for Reproductive Medicine said the technique shouldn't be "offered or marketed as a means to defer reproductive aging", and deemed it "experimental". Last week, the doctors' society announced that it was removing the experimental label (though it stopped short of endorsing widespread use of egg freezing to put off having children). After reviewing four randomized controlled trials, it found little difference in the effectiveness of using fresh or frozen eggs in in-vitro fertilization, and said that babies conceived from frozen eggs faced no increased risk of birth defects or developmental problems. The procedure isn't a panacea. It's terribly expensive—often $15,000—and is not usually covered by insurance. In addition, there's a worrisome lack of data regarding the success rates of eggs frozen by the women at the end of their baby-making days. The majority of the women in the four studies were under 35, and it warned against giving women who want to delay childbearing "false hope" that their frozen eggs will work when they are ready to get pregnant years later. Although estimates of the number of American women who have frozen their eggs for nonmedical reasons are in the thousands, very few have yet returned to thaw them—there are only a couple of thousand babies born from frozen eggs in the world. Women should be allowed to come to their own conclusions and take their own risks—there's a fine line between doctors' "mentioning" and "suggesting" the procedure—but this is an option they should be hearing about from their OB-GYNs. To standardize the message, professional groups like the American Congress of Obstetricians and Gynecologists should create pamphlets that doctors can give to patients. OB-GYN residents also can learn suggested scripts that present the information in a nonbiased, non alarmist way. I first learned about egg freezing from a friend who had talked to her OB-GYN about whether she should freeze, given her family's history of premature menopause. When I asked my doctor about the procedure, she said she had heard that the success rates had recently improved and gave me the name of a respected fertility doctor. As a result, I stashed away several batches of eggs between the ages of 36 and 38—just before the cutoff at which many doctors no longer consider eggs worthwhile to save. I was fortunate, because I knew to ask. We must go one step further and expect OB-GYNs to bring up family planning at every annual visit, so that women have the information they need to choose to take charge of their fertility. Perhaps more women will think about freezing in their early to mid-30s, when their chances of success are greater. Or maybe, after being asked about their plans from their very first visit, more will decide to start families when their eggs are at their prime, and won't even need to freeze.

单选题Questions 23～26

单选题A.AboutfiftyyearsbeforethefirstmodernOlympics.B.Fiftyyearsago.C.Whenthecrawlwasdeveloped.D.Afterthebreaststrokewasdeveloped.

单选题A.Moreandmorewomenareapproaching30.B.30-year-oldswomenusedtoputcareeraheadoflove.C.Today'swomenaremoreambitious.D.Only1/3oftoday's30-year-oldswomenwanttosettledown.

单选题Questions 6～10 It is Monday morning, and you are having trouble waking your teenagers. You are not alone. Indeed, each morning, few of the country's 17 million high school students are awake enough to get much out of their first class, particularly if it starts before 8 am. Sure, many of them stayed up too late the night before, but not because they wanted to. Research shows that teenagers' body clocks are set to as schedule that is different from that of younger children or adults. This prevents adolescents from dropping off until around 11 pm, when they produce the sleep-inducing hormone melatonin, and waking up much before 8 am when their bodies stop producing melatonin. The result is that the first class of the morning is often a waste, with as many as 28 percent of students falling asleep; according to a National Sleep foundation poll. Some are so sleepy they do not even show up, contributing to failure and dropout rates. Here is an idea: stop focusing on testing and instead support changing the hours of the school day, starting it later for teenagers and ending it later for all children. Indeed, no one does well when they are sleep-deprived, but insufficient sleep among children has been linked to obesity and to learning issues like attention deficit/hyperactivity disorder. You would think this would spur educators to take action, and a few have. In 2002, high schools in Jessamine County in Kentucky pushed back the first bell to 8:40 am, from 7:30 am. Attendance immediately went up, as did scores on standardized tests, which have continued to rise each year. In Minneapolis and Edina, Minnesota, which instituted high school start times of 8:40 am and 8:30 am respectively in 1997, students' grades rose slightly and lateness, behavioral problems and dropout rates decreases. Later is also safer. When high schools in Fayette County in Kentucky delayed their start times to 8:30 am, the number of teenagers involved in car crashes dropped, even as they rose in the state. So why has not every school board moved back that first bell? Well, it seems that improving teenagers' performance takes a back seat to more pressing concerns: the cost of additional bus service, the difficulty of adjusting after school activity schedules and the inconvenience to teachers and parents. But few of these problems actually come to pass, according to the Center for Applied Research and Educational Improvement at the University of Minnesota. In Kentucky and Minnesota, simply flipping the starting times for the elementary and high schools meant no extra cost for buses. There are other reasons to start and end school at a later time. According to Paul Reville, a professor of education policy at Harvard and chairman of the Massachusetts Board of Education, "trying to cram everything out 21th-century students need into a 19th-century six-and-a-half-hour day just isn't working". He said that children learn more at a less frantic pace, and that lengthening the school day would help "close the achievement gap between disadvantaged students and their better-off peers".

单选题Questions 11～15 As environment protection becomes a global issue, a new term—"Green EFL" is working its way into our vocabulary. What does it mean? The Project in the English Country School in southern England gives you some idea and shows how environment protection and language teaching can be combined together. In this school, there are projects on the classification of trees and their leaves, on insects and other invertebrates, pond and river life, flowers and hedgerows. There are air pollution surveys, litter surveys, recycling projects, acid rain surveys, farm visits, countryside walks, sculptures and colleges created from natural materials. It is all backed up in the classroom with EFL materials about the environment—the rain forests, biological diversity, global warming—and with materials which concentrate on the students' immediate environment under the general heading of "Health". smoking, alcohol and during abuse, diet and exercise. For example, the topic of pollution will involve the students searching the local environment to find out what has been thrown away. This is then classified according to the type of material found and whether it is recyclable or not. The students follow instructions to set up simple experiments to detect air and water pollution. They investigate mosses and lichens, looking up their findings in field guides, to determine the number and quality of species. They compare and collate their findings, producing diagrams, writing up their results and drawing conclusions. They then practice language work on topics such as the Greenhouse Effect and Global Warming. How do the students benefit from this? In common with all project work, learner autonomy, cooperation and motivation is fostered. The language practice takes place in a natural and enjoyable setting. As a result the students develop an appreciation of and an alertness and sensitivity toward their surroundings. Another advantage of Green EFL is that the environment is a global issue: What happens in one country affects what happens in another. The environment thus spans borders and cultures. We can teach the language, English, through the environment, without teaching "Englishness", or "Americanness", or whatever other culture values we might accidentally or deliberately put across to our students. Finally, through an understanding of the global environment, and the issues which affect it, students will be better able to meet challenges in the future. For the teacher interested in teaching English through environmental studies, there is a surprising amount of material available. The Cambridge Advanced English Exam, with its emphasis on scientific/authentic English, had encouraged authors to include texts on various environmental issues. Sue O Connell's "Focus on Advanced English", for example, includes a chapter called "Paradise Lost" about the rain forests; "Passport to Cambridge Advanced English" discusses the Greenhouse Effect and Global Warming; "Cambridge Advanced English" by Leo Jones, has a chapter about green peace and the Antarctic; and so on. Environmental topics in Children's EFL textbooks are also catching on. Book 3 of Collin "Mode" series is particularly useful.

单选题By now you"ve probably heard that the percentage of active smokers among us has steadily and significantly dwindled. Today nearly 16% of high-school age kids are regular puffers, as opposed to 36% of teens in 1997. This is, in a word, fantastic. Fewer teen smokers means fewer addicted adults down the road, and ultimately, fewer smoking-related deaths. However, in a potentially worrisome development, over the past three years there"s been an almost 800% increase (yes, that"s an 8) in the use of electronic cigarettes—small, battery-powered machines that deliver vapor that is far gentler than tarry, chemical-riddled smoke but still carries a hefty nicotine payload. E-cigarettes can be flavored to taste like candy and emit a vaguely scented, superfine substance often referred to as vapor, which is actually aerosol. It dissipates almost instantaneously without telltale traces on breath or clothes. E-cigs can be used one drag at a time, allowing novices to precisely control their nicotine intake without "wasting" half or more of a cigarette before they"ve built up a tolerance. It"s not hard to imagine an enterprising kid whipping out an e-cig in the school stairwell and grabbing a couple quick puffs on the way to geometry. E-cigarettes are so new that there"s no long-term research on their health effects. Technically, they emit lower levels of toxins than conventional cigarettes, meaning e-cig smokers inhale fewer noxious chemicals to get the same dose of nicotine. But that"s only because tobacco smoke is so incredibly toxic. "When you burn tobacco, you release thousands of chemicals," says Peter Shields, MD, deputy director of the Ohio State University Comprehensive Cancer Center. "You just don"t get that in an e cig." This is welcome news to long term smokers looking for a safer alternative, but it"s hard to ignore the feeling that these devices might make it significantly easier for kids to pick up a lifelong addiction. Are e-cigs harbingers of a brave new smoke-free future, or are they just the latest Trojan horse from big tobacco? If we"re going to try to answer that question, we"d better do it soon, because kids are not waiting for scientific data to be handed down by white-coated experts. Between 2011 and 2014, e-cigarette use among high school students jumped from 1.5% to 13.4%, a shockingly precipitous rise. For generations, cigarette smoking has been a powerful symbol of rebellion and adulthood. And during those yearning years on the way to maturity, kids long for such signifiers. The car. The girlfriend or boyfriend. Experimentation with drugs and alcohol. Today"s kids probably know the dangers of cigarettes better than any other generation—and yet are still drawn to them, though not at the same levels as previous gens. Thankfully, the romantic self-image cigarettes confer does not appear to extend to e-cigarettes. I spoke with several teens about nicotine use in their peer groups and was told that around 10% of their classmates were regular smokers and that another 5% did it occasionally. Most interestingly, all of them also reported that e-cigarettes were seen as "babyish," "immature" or "a toy." "You look kind of dumb smoking a little plastic tube," a high-school junior stated. "No one"s going to say you look cool doing that."

单选题Questions 1 to 5 are based on the following conversation.

单选题{{B}}Statements{{/B}}{{B}}Directions:{{/B}} In this part of the test, you will hear several short statements. These statements will be spoken {{B}}ONLY ONCE,{{/B}} and you will not find them written on the paper; so you must listen carefully. When you hear a statement, read the answer choices and decide which one is closest in meaning to the statement you have heard. Then write the letter of the answer you have chosen in the corresponding space in your {{B}}ANSWER BOOKLET.{{/B}}

单选题Questions 19-22

单选题{{B}}Directions:{{/B}} {{I}}In this part of the test, you will hear several short talks and conversations. After each of these, you will hear a few questions. Listen carefully because you will hear the talk or conversation and questions ONLY ONCE. When you hear a question, read the four answer choices and choose the best answer to that question. Then write the letter of the answer you have chosen in the corresponding space in your ANSWER BOOKLET.{{/I}} {{B}}Questions 11-14{{/B}}

单选题Questions 15-18

单选题Questions 16-20 Chinese Americans today have higher incomes than Americans in general and higher occupational status. The Chinese have risen to this position despite some of the harshest discrimination and violence faced by any immigrants to the United States in the history of this country. Long confined to a narrow range of occupations, they succeeded in those occupations and then spread out into other areas in later years, when opportunities finally opened up for them. Today much of the Chinese prosperity is due to the simple fact that they work more and have more (usually better) education than others. Almost one out of five Chinese families has three or more income earners compared to one out of thirteen for Puerto Ricans, one out of ten among American Indians, and one out of eight among Whites. When the Chinese advantages in working and educational are held constant, they have no advantage over other Americans. That is in a Chinese Family with a given number of people working and with a given amount of education by the head of the family; the income is not only about average for such families, but offer a little less than average. While Chinese Americans as a group are prosperous and well-educated Chinatowns are pockets of poverty, and illiteracy is much higher among the Chinese than among Americans in general. Those paradoxes are due to sharp internal differences. Descendants of the Chinese Americans who emigrated long ago from Toishan Province have maintained Chinese values and have added acculturation to American society with remarkable success. More recent Hong Kong Chinese are from more diverse cultural origins, and acquired western values and styles in Hong Kong, without having acquired the skills to proper and support those aspirations in the American economy. Foreign- born Chinese men in the United States earn one-fourth lower incomes than native-born Chinese even though the foreign-born have been in the United States an average of seventeen years. While the older Hong Kong Chinese work tenaciously to sustain and advance themselves, the Hong Kong Chinese youths often react with resentment and antisocial behavior, including terrorism and murder. The need to maintain tourism in Chinatown causes the Chinese leaders to mute or downplay these problems as much as possible.