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―factories‖ where they didn’t care if you had values or were flexible. I was going to be a complete engineer: technical genius and sensitive humanist all in one.
Now I’m not so sure. Somewhere along the way my noble ideals crashed into reality, as all noble ideals eventually do. After three years of struggling to balance math, physics and engineering courses with liberal arts courses, I have learned there are reasons why few engineering students try to reconcile (协调) engineering with liberal arts courses in college.
The reality that has blocked my path to become the typical successful student is that engineering and the liberal arts simply don't mix as easily as I assumed in high school. Individually they shape a person in very different ways; together they threaten to confuse. The struggle to reconcile the two fields of study is difficult.
1. What is the writer’s problem?
___________________________________________________________________________
2．I wanted to become a (an) ______________________________ in high school.
3. Which sentence in the passage can best replace the following one?
With the belief in the privilege over others attending a large engineering department because of their ignorance of flexibility and value system, I went to a small liberal arts university.
__________________________________________________________________________
4. I chose to study engineering at a small liberal arts university because ____________________. Keys
1. Engineering and the liberal arts simply don't mix as easily as he assumed in high school. / He found it difficult to reconcile engineering and liberal arts.
2. an electrical engineer
3. I headed off to college sure I was going to have an advantage over those students who went to big engineering ―factories‖ where they didn’t care if you had values or were flexible.
解析：文中上述句子中的sure…对应所给句子中的with the belief；advantage over others attending engineering department对应privilege over those students who went to big engineering factories…；didn’t care if you had values or were flexible对应ignorance of flexibility and value system。
4. I wanted a broad education( that would provide me with flexibility and a value system to guide me in my career)and I wanted to open my eyes and expand my vision (by interacting with people who weren't studying science or engineering).
SectionＤ
Directions: Read the following passage and complete the sentences or answer the questions according to the information given in the passage you have just read.
In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers. However, the answers provided by Japanese preschools are not the ones Americans expected to find.
In most Japanese preschools, surprisingly little emphasis is put on academic instruction. In one investigation, 300 Japanese and 210 American preschool teachers, child development specialists, and parents were asked about various aspects of early childhood education. Only 2 percent of the Japanese respondents listed ―to give children a good start academically‖ as one of their top three reasons for a society to have preschools. In contrast, over half the American respondents chose this as one of their top three choices. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to function as a member of a group. The vast majority of young Japanese children are taught to read at home by their parents.
In the recent comparison of Japanese and American preschool education, 91 percent of Japanese respondents chose providing children with a group experience as one of their top three reasons for a society to have preschools. Sixty-two percent of the more individually oriented Americans listed group experience as one of their top three choices. An emphasis on the importance of the group seen in Japanese early childhood education continues into elementary school education.
Like in America, there is diversity in Japanese early childhood education. Some Japanese kindergartens have specific aims, such as early musical training or potential development. In large cities, some kindergartens are attached to universities that have elementary and secondary schools. Some Japanese parents believe that if their young children attend a university-based program, it will increase the children’s chances of eventually being admitted to top-rated schools and universities. Several more progressive programs have introduced free play as a way of out for
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the heavy intellectualizing in some Japanese kindergartens.
1. Japanese preschool education emphasizes not academic education, as many Americans had expected, but ____________________________________________.
2. What do most Americans surveyed hope their children to get in preschool education?
3. Free play has been introduced in some Japanese kindergartens in order to _________________.
4. Why do Japanese parents send their children to university-based kindergartens? Keys
1. shaping children’s character. 2. Group experience.
3. cultivate children’s creativity / be free from the heavy intellectualizing.
4. Because they believe that it will increase the children’s chances of eventually being admitted to top-rated schools and universities.
SectionＤ
Directions: Read the following passage and complete the sentences or answer the questions according to the information given in the passage you have just read.
Sign has become a scientific hot button. Only in the past 20 years have specialists in language study realized that signed languages are unique --- a speech of the hand. They offer a new way to probe how the brain generates and understands language, and throw new light on an old scientific controversy: whether language, complete with grammar, is something that we born with, or whether it is a learned behavior. The current interest in sign language has roots in the pioneering work of one rebel teacher at Gallaudet University in Washington, D.C., the world’s only liberal arts university for deaf people.
When Bill Stokoe went to Gallaudet to teach English, the school enrolled him in a course in signing. But Stokoe noticed something odd: among themselves, students singed differently from his classroom teacher.
Stokoe had been taught a sort of gestural code, each movement of the hands representing a word in English. At the time, American Sign Language (ASL) was thought to be no more than a form of pidgin Enligh. But Stokoe believed the ―hand talk‖ his students used looked richer. he wondered: Might deaf people actually have a genuine language? And could that language be unlike any other on Earth? It was 1955, when even deaf people dismissed their signing as ―substandard‖. Stokoe’s idea was academic heresy.
It is 37 years later. Stokoe --- now devoting his time to writing and editing books and journals and to producing video materials on ASL and the deaf culture --- is having lunch at a cafe near the Gallaudet campus and explaining how he started a revolution. For decades educators fought his idea that signed languages are natural languages like English, French and Japanese. They assumed language must be based on speech, the modulation of sound. But sign language is based on the movement of hands, the modulation of space. ―What I said,‖ Stokoe explains, ―is that language is not mouth stuff --- it’s brain stuff.‖
1. The study of sign language is thought to be ________________________________________.
2. What stimulates the present growing concern with sign language?
3. Why did most educators objected to Stokoe’s idea?
4. Stokoe’s argument is based on his belief that _____________________________________________.
Keys：
1. something we are born with or a learned behavior.
2. The pioneering work of one rebel teacher at Gallaudet University in Washington, D. C. 3. Because they assumed language must be based on speech. 4. language is a product of the brain.
SectionＤ
Directions: Read the following passage and complete the sentences or answer the questions according to the
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information given in the passage you have just read.
Perhaps most puzzling than satisfying is the cat’s ability to survive falls. A research shed light on this ability in 1987. The cat’s habit of falling out of open windows provided the researchers with an opportunity to study 115 cats that had fallen from high-rise apartments in New York city. The average fall was 5.5 stories. Of the 115 cats studied 90 percent survived, including one cat that fell 32 stories onto a sidewalk and suffered only mild chest injury and a chipped tooth. Interestingly, cats that fell from 9 or more stories suffered fewer injuries than those falling from lower heights. Among cats that fell from 9 to 32 stories, only 5 percent suffered fatal injuries, but 10 percent of those that fell from 7 or fewer stories died.
How do cats manage to take falling so easily? For one thing, in comparison to human beings, a cat is much smaller and lighter. Also, a cat has more body surface area in proportion to its weight than a human being has. This increase in surface area results in greater air resistance, which slows the fall. The important thing, however, is that a falling cat apparently positions itself to form a sort of parachute. Less than one second after it starts to fall, a cat quickly rights itself in midair with all four legs pointing downward. The cat’s inner ears act like an internal gyroscope, telling the cat which direction it is falling. With the legs pointed downward, the cat then spreads its legs so that its body forms a sort of parachute that increases air resistance. With its limbs flexed, the cat also reduces the force of impact by landing on all four legs. The force of the impact is distributed through the muscles and joints.
The researchers believe that the parachute effect comes into play mainly above four stories, at the point where the cat has reached its greatest rate of descent. Of the 115 cats the researchers studied, only 1 of 13 cats that fell nine or more stories sustained a bone fracture, whereas most of the cats that fell from lower stories suffered some type of broken bone.
1. How many cats remained alive in the experiment done in New York?
2. Where does the parachute effect start?
3. When the parachute effect comes into play, the cat’s fall has reached_________________.
4. The key to the cat’s survival of high falls lies in ___________________________.
Keys: 1. 103
2. It starts mainly above four stories. 3. the highest speed
4. its posture in the falling
SectionＤ
Directions: Read the following passage and complete the sentences or answer the questions according to the information given in the passage you have just read.
How do Bar Codes Work?
If you’re a regular user of Google, you might have noticed that, one day earlier this month, the search engineer changed its logo to a familiar pattern of black and white stripes --- a bar code. We see the bar code on nearly every item in supermarkets, grocery stores, and department stores. But have you ever wondered how it works? There are actually different types of bar codes, but the most common one is called UPC, which stands for ―Universal Product Code‖. A UPC bar code consists of two parts: the machine-readable code, and the human-readable 12-digit UPC number. The machine-readable code , i.e. the black and white stripes, is read by a bar code reader (or scanner). A bar code reader emit a specific light frequency. When the light is directed at the bar code, the reader gets a series of numeric value, which corresponds to the stripe arrangements. The reader then sends this information to the computer processor. Bar code software in the computer is used to translate the code into product information. The human-readable part--- the 12digits--- is divided into several groups. The first two digits show the country that issued the bar code. The next four digits indicate the manufacturer. The final six digits are a product code that the manufacturer assigns. Every product has a separate code. Even different sized boxes of the same product must have a different code.
1. A UPC bar code is made up of ___________________________________________________. 2. The machine readable code consists of _____________________.
3. How can a scanner obtain a series of numeric values corresponding to the stripe arrangements?
4. From which part of the 12-digits can we get information about the producer?
Keys:
1. The machine-readable code and the human-readable 12-digit UPC number
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2. black and white stripes (which can be read by a scanner.)
3. By emitting a specific light frequency directed at the bar code. 4. From the 3rd digit to the 6th digit.
SectionＤ
Directions: Read the following passage and complete the sentences or answer the questions according to the information given in the passage you have just read.
Humans are social animals. They live in groups all over the world. As these groups of people live apart form other groups, over the years and centuries they develop their own habits and ideas, which form different cultures. One important particular side of every culture is how its people deal with time. Time is not very important in nonindustrial societies. The Nuer people of East Africa, for example, do not even have a word TIME that is in agreement with the abstract thing we call time. The daily lives of the people of such nonindustrial societies are likely to be patterned around their physical needs and natural events rather than around a time schedule based on the clock. They cook and eat when they are hungry and sleep when the sun goes down. They plant crops during the growing seasons and harvest them when the crops are ripe. They measure time not by a clock or calendar, but by saying that an event takes place before or after some other event. Frequently, such a society measures day in terms of ―sleep‖ of longer periods, in terms of ―moon‖. Some cultures, such as the Eakinos of Greenland measure seasons according to the migration of certain animals. Some cultures which do not have a written language or keep written records have developed interesting ways of ―telling time‖. For example, when several Australian aborigines want to plan an event for a future time, one of them places a stone on a cliff or in a tree. Each day the angle of the sun changes slightly. In a few days, the rays of the sun strike the stone in a certain way. When this happens, the people see that the agreed-upon time has arrived and the event can take place. In contrast, exactly correct measurement of time is very important in modern, industrialized societies. This is because industrialized societies require the helpful efforts of many people in order to work. For a factory to work efficiently, for example, all of the workers must work at the same time. Therefore, they must know what time to start work in the morning and what time they may go home in the afternoon. Passengers must know the exact time that an airplane will arrive or depart. Students and teachers need to know when a class starts and ends. Stores must open on time in order to serve their customers. Complicated societies need clocks and calendars. Thus, we can see that if each person worked according to his or her own schedule, a complicated society could hardly work at all.
1. When it comes to different cultures formed by various habits and ideas, what’s one of the specific aspects?
2. Time is not very important in nonindustrial societies. This is because people in those societies
____________________________________________________.
3. The Australian aborigines’ way of ―telling time‖ is based on __________________________.
4. Why is the time schedule essential in industrialized societies?
Keys:1.It is how different people deal with time.
2.don’t need to plan their daily lives around an exact time schedule 3. the change of the sun rays
4.Because industrialized societies require the helpful efforts of many people in order to work.
SectionＤ
Directions: Read the following passage and complete the sentences or answer the questions according to the information given in the passage you have just read.
While many young people think that anybody over the age of 50is old and has nothing to contribute, it’s important to realize just how much this age group has to offer.
In the 1940s, my grandmother was a teacher who needed to return to get a full qualification. It meant being away from home for nearly a year ---- and who would take care of her young daughter? My great-grandmother stepped in to help, and my mother was brought up by her while my grandmother studied. Without the support of the great old lady, none of this would have been possible.
In China, the elderly often take a major role in child-care, letting the younger generation concentrate on their demanding jobs and supporting the whole family.
China has a rapidly aging population. The proportion of people over the age of 60 is expected to reach 31% by 2050. With improvements in healthcare and living conditions, this group will live longer, and be fully able to
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