2 . In recent years American society has become increasingly dependent on its universities to find solutions to its major problems. It is the universities that have been to blame for developing the expertise to place men on the moon; for dealing with our urban problems and with our worsening environment; for developing the means to feed the world’s rapidly increasing population. The effort involved in meeting these demands presents its own problems. In addition, however, this concentration on the creation of new knowledge significantly impinges on the universities’ efforts to perform their other principal functions, the transmission and interpretation of knowledge-the imparting of the heritage of the past and the preparing of the next generation to carry it forward.
With regard to this, perhaps their most traditionally acknowledged task, college and universities today find themselves in a serious situation. On one hand, there is the American commitment, especially since World War Ⅱ, to provide higher education for all young people who can profit from it. The result of the commitment has been a dramatic rise in enrollments(登记入学) in our universities, coupled with a striking shift from the private to the public sector of higher education.
On the other hand, there are serious and continuing limitations on the resources available for higher education. While higher education has become a great ”growth industry“, it is also at the same time a tremendous drain(耗竭) on the resources of the nation. With the vast increase in enrollment and the shift in priorities away from education in state and federal(联邦的) budgets, there is in most of our public institutions a significant decrease in expenses for their students. One crucial aspect of this drain on resources lies in the persistent shortage of trained faculty(全体教师), which has led, in turn, to a declining standard of competence in instruction.
Intensifying these difficulties is, as indicated above, the concern with research, with its increasing claims on resources and the attention of the faculty. In addition, there is a strong tendency for the institutions’ organization and functioning to fulfill the demands of research rather than those of teaching.
1. According to Paragraph 1, what should be the most important function of American universities?| A．Sparing no effort to create new knowledge for students. |
| B．Enhancing students’ competence of tackling social problems. |
| C．Making experts on advanced industries out of their students. |
| D．Preparing their students to transmit the knowledge of the past. |
| A．more students and less investment | B．education quality and economic profit |
| C．low enrollment rate and high education demand | D．private ownership and American commitment |
| A．many public institutions have to cut down enrollments of students |
| B．teachers are not competent enough to perform satisfactorily in class |
| C．some institutions are forced to reduce the total expenses on research |
| D．there is keen competition for resources between public and private institutions |
| A．The improper distribution of American universities’ resources. |
| B．The increasing argument over American universities’ primary task. |
| C．The inability of American universities’ organization and fulfillment. |
| D．The growing focus on American universities’ function of research. |
My two-year-old daughter and I often get smiles from strangers as we walk through our town with Clara riding in her backpack, singing and swinging her feet.
I felt extra grateful for my sunny little girl on one walk at the end of April, 2006. Just three days before she woke up from her nap (小睡) with a fever. We spent a tough evening in the emergency room. Any parent or child is frightened by such an experience. So it was a great feeling that Clara was so happy that day.
We were heading home from a local grocery store, which wisely gives out free balloons to children. Clara always looks forward to getting a balloon there. She did an especially nice job — waiting patiently in the long queue at the store. Luckily, her patience was rewarded with a pink balloon. Pink means a lot to her, especially these days, since the medicine she is taking for the high fever is bubble-gum pink.
Clara was so happy that she started singing “Mister Golden Sun” to her balloon. But when we walked under a tree, POP! There went the balloon. Clara immediately burst into tears. “My pink balloon popped!” She has had many balloons before, but is always very careful with them. This was the first time that she had had such an upsetting experience. Heart-broken, she stared at her poor short-life luck, out of control.
A college-aged young man, about 21, with light brown hair, who was walking behind us noticed Clara’s tears. He was clearly preparing for an important date, as he was carrying a bouquet (束) of a dozen pink roses. He quickened his pace and asked Clara what had happened. Unfortunately, Clara was too shy and upset to answer, but I briefly described the situation, deeply touched that a young guy, probably hurrying home to get ready for a date, would stop to comfort a little child.
注意：
1.所续写短文的词数应为 100 左右；
2.续写部分为一段，开头语已为你写好。
Clara was still crying, unable to say a single word.
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When you are going to visit Beijing, it’s likely that you’ll want to visit the Tiananmen Square.
The Temple of Heaven, including Lama Temple (Yonghe Temple), the Beijing Temple of Confucius and Beijing Zoo,
The Great Wall isn’t located in the city itself, but if you have made the trip to Beijing, you can’t leave
1. What did the speaker know about Brockton High School earlier?
| A．The school was large in size. |
| B．The atmosphere was lively. |
| C．The staff was friendly. |
| A．A bus pass. | B．A brand-new schoolbag. | C．New clothes. |
| A．They were kind. | B．They were clever. | C．They were hard-working. |
| A．It was below expectations. | B．It was quite okay. | C．It was challenging. |
1. Why doesn’t the man want to go to the market on Saturday?
| A．Its goods are expensive. |
| B．It’s hard to find a parking lot then. |
| C．It has a limited choice of products. |
| A．Rainy. | B．Sunny. | C．Cloudy. |
| A．Cook the fish. | B．Check the forecast. | C．Send her child to a class. |
| A．10:00 a.m. | B．10:15 a.m. | C．11:00 a.m. |
1. How does the woman sound at the beginning of the conversation?
| A．Puzzled. | B．Hopeful. | C．Regretful. |
| A．He is probably telling a lie. |
| B．He wants to open a bookstore. |
| C．He has known the woman for a long time. |
| A．Start a business. | B．Sell her bookstore. | C．Avoid answering strange calls. |
1. What exactly does the man find in the corner?
| A．A mosquito. | B．A spider. | C．A fly. |
| A．She fell off the ladder. | B．She was bitten by it. | C．She couldn’t sleep. |
1. What did the speakers do this morning?
| A．They cleaned the beach. | B．They visited a park. | C．They ate out. |
| A．It isn’t tidy enough. | B．It needs repairing. | C．It is beautiful in summer. |
| A．Do his homework. | B．Go to a restaurant. | C．Play table tennis. |
