Lecture One Writing
Part One: Sentence Expansions
A: As
1. As a matter of fact…
2. As discussed so far…
3.As far as sth. (sb.) is concerned…
4. As follows (As will be listed below…)
5. As is fairly well-known to us all…
6. As it is…
7. As it were…
8. Just as an old and popular saying goes…
9. Just as any coin has two sides…
B: It
1. It goes without saying that…
2. It is commonly (generally, popularly, widely) thought (argued, believed, estimated, held) by a majority of experts that…
3. It is far beyond any reasonable doubt that…
4. It is quite obvious (clear, evident) that…
5. It may seem pretty likely that…
C: There
1. There is no denying to the obvious fact that…
2. There is no exception to the rule that…
D: To
1. To be honest…
2. To cut a long story short…
3. To put it in another way…
4. To put it more exactly…
5. To put it simply…
E: Intervention
1. In a remarkable sense…
2. On any significant scale…
3. To a considerable extent…
F: List
1. First――First and foremost of all――On one hand――To begin with
2. Second――What’s more――In addition――on the other hand
3. Third――Last but not the least
Part IIWriting models
1.View-type Framework
1. Introduction――When it comes to a vital topic of…, there are always different viewpoint among the general public in our society.
2. View――agree / approve
It is commonly and widely thought by a small group of people that…
In order to make this point clear, they put forward (provide, give) some interesting argument as listed below…
3. View――disagree / disapprove
On the other hand, it must be admitted that other people may think otherwise. According to them… They also arise some remarkable points as follows…
2.Sample
Positive and Negative Aspects of Sports
When it comes to the vital topic of the value of sports, there are always different viewpoints among the general public in our society. It is commonly thought by a number of people that sports are conducive to health. To begin with, they think sports stimulate blood circulation, and good blood circulation can prevent diseases. In addition, they think sports help digestion. Most important of all, they think sports make one energetic.
On the other hand, it must be admitted that other people may think otherwise. According to them, if one takes exercise in the morning, he will sweat but he will have to go to work with wet underwear in a hurry, which is harmful to health. Besides, it is also time-consuming to take exercise. Worst of all, if one takes exercise without taking in enough nutrition, his health will run down for malnutrition, which is just the opposite to what he wishes.
As discussed so far there is certain truth in both views. So far as I know, the first group of people seem to be on a firm stand. Therefore I prefer to side with them.
3. Significance-type: introduction + illustrations (two sides)
Sample One
Nowadays, there is no denying to the obvious fact that honesty is of importance to us all. Then what is honesty? It means speaking the truth and being fair. It is admired in every country and every culture. On the other hand, dishonesty is generally looked upon as an evil.
As the English proverb goes, honesty is the best policy. For one thing, if you want to be trusted and respected by your friends, you must be honest. A liar is always looked down upon and avoided by the people around him. For another, if you want to succeed in your work, the first qualification you should have is honesty. It is through honest efforts that Newton and Einstein became great figures in history.
However, there are people who try to get benefits by dishonest means. For example, some students copy the exercises done by others or cheat on examinations, in order to get good marks. The same thing may be said of a merchant who tries to get rich by deceiving customers. Those people may succeed for a time, but sooner or later, they will be caught. In the end, dishonesty will bring them nothing but troubles.
Sample Two
Knowledge
As is fairly well-known to us all that knowledge is power, especially scientific and technological knowledge. Science and technology are the motive power of the social development. Without them human society could never have developed from primitive society to modern society. Therefore, we must master scientific knowledge.
On the other hand, social knowledge is also essential. Without it we cannot understand society and don’t know the law of the social development. As a result we are unable to govern society. Besides scientific knowledge, we, to a considerable extent, need to master social sciences so that we can know society from all perspectives.
It is far beyond any reasonable doubt that we should lose no time to acquire as much knowledge as possible so as to meet new challenges in the 21st century. Only in this way will we become qualified for our future careers.
4. Problem-type: problem + causes + solutions
Sample
Recently, there has been a wide concern among the general public with respect to AIDS. As can be seen from the newspapers and TV programs, there are already many cases of AIDS in our life. If the present situation goes on, serious consequences will be inevitable in the near future.
Then how to prevent it from further spread? First and foremost of all, we should learn the facts about how AIDS is transmitted and how it is not transmitted. What’s more, we should share that knowledge with our family and community. Last but not the least, we need government support from both areas of finance and law. Only through these efforts, I believe, can the problem of AIDS be efficiently resolved soon.
5.Graph: change + reasons + prediction
Sample One
Directions: In this part, you are allowed to write a composition of no less than 150 words on The Increase in the Number of Chinese Traveling Abroad. Study the following chart carefully and base your composition on the information given in the chart.
1. State the changes in the number of Chinese traveling abroad in the past three years.
2. Give possible reasons for the changes.
Sample Two
hours/week
20――
18 ―
16 ―
14 ―
12 ―
10――
8 ―
6 ―
4 ―
2 ―
1990 1995 2000 Year
Average number of hours a student spends on the computer per week
1．上图所示为1990年、1995年、2000年某校大学生使用计算机的情况，请描述其变化；
2．请说明发生这些变化的原因（可从计算机的用途、价格或社会发展等方面加以说明）；
3．你认为目前大学生在计算机使用中有什么困难或问题。
Student Use of Computers
As the chart shows, the time that the students spent on the computer has increased sharply. In 1990, a student spent less than 2 hours on the computer each week. In 1995, the number increased to about 4 hours. And in 2000, a student sat before the computer for as many as 20 hours a week, 10 times as much as that of 1995.
The grounds behind the change are three-folded. First, the applications of computers have been greatly extended. The computer can do almost everything. In addition, the price has been going down significantly. With what you bought a 486 in 1995, you can now afford a Pentium IV. It is now not rare for a student to buy a computer. Furthermore, knowing how to use the computer is a basic requirement of the society.
It is good to see that the students are using more and more this symbol of high―tech. However, there are some problems in the background. The biggest one is that some students spend too much time playing PC games, which would, and have, greatly affected their study. So we should learn not only how to use computer but also how to use it properly.
6. Business Writings: order + inquiry + application + introduction
Lecture Two Reading
Part I Reading
Passage One
The most effective attacks against globalization are usually not those related to economics. Instead, they are social, ethical and, above all, cultural. These arguments surfaced amid the tumult of Seattle in 1999 and have resonated more recently in Davos, Bangkok and Prague. They say this: The disappearance of national borders and the establishment of a world interconnected by markets will deal a death blow to regional and national cultures, and to the traditions, customs, myths and mores that determine each country’s or region’s cultural identity. Since most of the world is incapable of resisting the invasion of cultural products from developed countries――or, more to the point, from the superpower, the United States――that inevitably trails the great transnational corporations, North American culture will ultimately impose itself, standardizing the world and annihilating its rich flora of diverse cultures. In this manner, all other peoples, and not just the small and weak ones, will lose their identity, their soul, and will become no more than 21st-century colonies modeled after the cultural norms of a new imperialism that, in addition to ruling over the planet with its capital, military might and scientific knowledge, will impose on others its language and its ways of thinking, believing, enjoying and dreaming.
Even though I believe this cultural argument against globalization is unacceptable, we should recognize that deep within it lies an unquestionable truth. This century, the world in which we will live will be less picturesque and imbued with less local color than the one we left behind. The festivals, attire, customs, ceremonies, rites and beliefs that in the past gave humanity its folkloric and ethnological variety are progressively disappearing or confining themselves to minority sectors, while the bulk of society abandons them and adopts others more suited to the reality of our time.
All countries of the earth experience this process, some more quickly than others, but it is not due to globalization. Rather, it is due to modernization, of which the former is effect, not cause. It is possible to lament, certainly, that this process occurs, and to feel nostalgia for the past ways of life that, particularly from our comfortable vantage point of the present, seem full of amusement, originality and color. But this process is unavoidable. In theory, perhaps, a country could keep this identity, but only if――like certain remote tribes in Africa or the Amazon――it decides to live in total isolation, cutting off all exchange with other nations and practicing self-sufficiency. A cultural identity preserved in this form would take that society back to prehistoric standards of living.
It is true that modernization makes many forms of traditional life disappear. But at the same time, it opens opportunities and constitutes an important step forward for a society as a whole. That is why, when given the option to choose freely, peoples, sometimes counter to what their leaders or intellectual traditionalists would like, opt for modernization without the slightest ambiguity.
1. Which of the following is the argument against globalization?
A. Countries will be invaded by other countries that are militarily powerful.
B. Countries will lose their cultural identity.
C. Countries will be exploited by giant transnational corporations.
D. Countries will become colonies under imperialist rule.
2. According to the author, ______.
A. globalization will enrich cultural diversity
B. countries should strive to reserve their unique customs and practices
C. modernization will succeed in some countries but not in others
D. the world will be culturally less diversified because of globalization
3. The author would agree with which of the following statements?
A. Cultural identity should be preserved even if a country embraces modernization.
B. Cultural identity should be preserved in countries that have strong cultural traditions.
C. It’s absolutely impossible to preserve a country’s cultural identity.
D. It’s impossible for a country to modernize and still keep its cultural identity intact
4. The author’s main purpose is to ______.
A. discuss the relationship between globalization and cultural identity
B. refute the cultural argument against globalization
C. explain why modernization is inevitable
D. discuss the consequences of globalization
Passage Two
If sustainable competitive advantage depends on work-force skills, American firms have a problem. Human-resource management is not traditionally seen as central to the competitive survival of the firm in the United States. Skill acquistion is considered an individual responsibility. Labor is simply another factor of production to be hired――rented at the lowest possible cost――much as one buys raw materials or equipment.
The lack of importance attached to human resource management can be seen in the corporate hierarchy. In an American firm the chief financial officer is almost always second in command. The post of head of human-resource management is usually a specialized job, off at the edge of the corporate hierarchy. The executive who holds it is never consulted on major strategic decisions and has no chance to move up to Chief Executive Officer (CEO). By way of contrast, in Japan the head of human-resource management is central――usually the second most important executive, after the CEO, in the firm’s hierarchy.
While American firms often talk about the vast amounts spent on training their work forces, in fact they invest less in the skills of their employees than do either Japanese or German firms. The money they do invest is also more highly concentrated on professional and managerial employees. And the limited investments that are made in training workers are also much more narrowly focused on the specific skills necessary to do the next job rather than on the basic background skills that make it possible to absorb new technologies.
As a result, problems emerge when new breakthrough technologies arrive. If American workers, for example, take much longer to learn how to operate new flexible manufacturing stations than workers in Germany (as they do), the effective cost of those stations is lower in Germany than it is in the United States. More time is required before equipment is up and running at capacity, and the need for extensive retraining generates costs and creates bottlenecks that limit the speed with which new equipment can be employed. The result is a slower pace of technological change. And in the end the skills of the population affect the wages of the top half. If the bottom half can’t effectively staff the processes that have to be operated, the management and professional jobs that go with these processes will disappear.
1.Which of the following applies to the management of human resources in American companies?
A. They hire people at the lowest cost regardless of their skills.
B. They see the gaining of skills as their employees’ own business.
C. They attach more importance to workers than equipment.
D. They only hire skilled workers because of keep competition.
2. What is the position of the head of human-resource management in an American firm?
A. He is one of the most important executives in the firms.
B. His post is likely to disappear when new technologies are introduced.
C. He is directly under the chief financial executive.
D. He has no say in making important decisions in the firm.
3. The money most American firms put in training mainly goes to ______.
A. workers who can operate new equipment
B. technological and managerial staff
C. workers who lack basic background skills
D. top executives
4. According to the passage, the decisive factor in maintaining a firm’s competitive advantage is ______.
A. the introduction of new technologies
B. the improvement of worker’s basic skills
C. the rational composition of professional and managerial employees
D. the attachment of importance to the bottom half of the employees
5. What is the main idea of the passage?
A.American firms are different from Japanese and German firms in human resource management.
B. Extensive retraining is indispensable to effective human resource management.
C.The head to human-resource management must be in the central position in a firm’s hierarchy.
D.The human-resource management strategies of American firms affect their competitive capacity.
Passage Three
Ironically, in the United States, a country of immigrants, prejudice and discrimination（歧视）continue to be serious problems. There was often tension between each established group of immigrants and each succeeding group. As each group became more financially successful, and more powerful, they excluded newcomers from full participation in the society. Prejudice and discrimination are part of American history; however, this prejudicial treatment of different groups is nowhere more unjust than with black Americans.
Blacks had distinct disadvantages. For the most part, they came to the “land of opportunity” as slaves and they were not free to keep their heritage（继承权）and cultural traditions. Unlike most European immigrants, blacks did not have the protection of a support group; sometimes slave owners separated members of the same family. They could not mix easily with the established society either because of their skin color. It was difficult for them to adapt to the American culture. Even after they became free people, they still experienced discrimination in employment, housing and education.
Until the twentieth century, the majority of the black population lived in the southern part of the United States. Then there was a population shift to the large cities in the North. Prejudice against blacks is often associated with the South. Slavery was more common there and discrimination was usually easier to see.
In the 1950s and 1960s, blacks fought to gain fair treatment, and they now have legal protection in housing, education, and employment. Because their neighborhoods are segregated (隔离), many blacks feel that education opportunities are not adequate for their children. Busing children from one neighborhood to another is one solution to inequality in education. Naturally, all parents want the best possible education for their children.
The situation of blacks is better today than it was in the 1950s, but racial tension persists. Time will be the real solution to the problem of race.
1. What is the main subject of the passage?
A. Prejudice and discrimination in the United States.
B. Education in the United States.
C. Prejudice against American blacks.
D. Unemployment in the United States.
2. When a group of immigrants became strong in its economy, they were likely to ______.
A. prevent new settlers from being greatly involved in social activities
B. show prejudice and discrimination against newcomers
C. fight with the natives to gain more land
D. fight among themselves to establish a more dominating role
3. According to the passage, which of the following is not true?
A. Blacks in the United States were among those who were worst discriminated.
B. Prejudice and discrimination are part of the United States.
C. It was not easy for blacks to get accustomed to the American culture.
D. The problem of prejudice and discrimination in the United States won’t be solved before long.
4. By “busing children from one neighborhood to another is one solution to inequality in education”, the author implies that ______.
A. black children are slow in learning in their own neighborhood
B. black children can’t enjoy adequate education if they don’t go far
C. black children are severely discriminated in their own neighborhood
D. black children are required to receive an education of a different culture
Passage Four
International investors seem incapable of ending their love affair with the dollar. America’s economy has slowed sharply this year, yet its currency has risen to a 15-year high in trade-weighted terms. Against the euro the dollar touched $0.88―8% higher than in early January and close to the level at which the European Central Bank and the Federal Reserve jointly intervened to prop up the European currency last September. Why is the euro looking sickly?
There are plenty of theories. One is that the markets do not trust the ECB: the euro-area economies are not immune to America’s downturn, yet the central bank still seems more concerned with fighting inflation than with supporting growth. Another more plausible explanation is that, in an uncertain global economic climate, the dollar has resumed its traditional role as a safe-haven currency. Most economists reckon that the euro is undervalued and expect a rebound over the next year. One of the most optimistic is Goldman Sachs, which is predicting a rate of $1.22 in 12 months.
But an analysis by David Owen, an economist at Dresdner Kleinwort Wasserstein, gives pause for thought. He has found that, over the past decade, movements in the real exchange rate of the euro (and before 1999, of its constituent currencies) against the dollar have closely reflected the difference between productivity growth in the euro area and in America. When productivity growth in America has been faster than in Europe――as it was in most of the late 1990s――the euro falls, and vice versa.
This is exactly what economic theory would predict: countries with faster productivity growth in the traded-goods sector should see rising real exchange rates. Mr. Owen uses monthly data for productivity growth in manufacturing, a good proxy for the traded-goods sector. Using annual productivity data for the whole economy (which are available over a longer period), the broad relationship between the exchange rate and relative productivity growth in America and Europe seems to have persisted for most of the past 30 years.
Mr. Owen reckons that, in the short term, America’s downturn will reduce the productivity gap between America and the euro area――and so boost the euro. But in the long term, he expects productivity growth to remain faster in America――in which case, a sustained rise in the euro is unlikely over the next few years. Only if the downturn completely kills the belief in America’s new paradigm, and its productivity growth plummets, will the euro be able to rebound more permanently.
The strength of the dollar this year does indeed seem to hinge on a belief among investors that America’s slowdown will be brief, and that in the longer run America remains the best place in which to invest. But they may be underestimating the potential for productivity gains in Europe, as the single currency boosts competition and encourages firms to exploit economies of scale through mergers and acquisitions. The adoption of more flexible working practices in many countries should also help to improve productivity.
Studies in America suggest that the bulk of its productivity gains from information technology come from the use of IT rather than from its production. So the euro area, too, should start to enjoy productivity gains over the next decade, as it makes fuller use of IT. If you believe that Europe really is starting to change, buy euros. If not, stick with the darling dollar.
1. We can infer from paragraph one that last September ______.
A. the euro was at an all-time high against the dollar
B. against the euro the dollar was below $0.88
C. both the euro and the dollar were strong
D. both the euro and the dollar were weak
2. According to David Owen, the exchange rate of a currency is strongly associated with ______.
A. international investment
B. inflation
C. global economic climate
D. productivity growth
3. According to David Owen, which of the following is true?
A. The euro will continue to slide against the dollar in the short term.
B. The euro will stage a rebound against the dollar over the next few years.
C. The euro will remain weak against the dollar in the long term.
D. Where the euro will go over the next few years cannot be predicted.
4. The author implies that ______.
A. David Owen’s analysis is wrong
B. the euro may be able to rebound more permanently
C. the productivity growth in euro areas will not sustain
D. America’s slowdown will continue for a long time
Passage Five
In the atmosphere, carbon dioxide acts rather like a one-way mirror――the glass in the roof of a greenhouse which allows the sun’s rays to enter but prevents the heat from escaping.
According to a weather expert’s prediction, the atmosphere will be 3℃ warmer in the year 2050 than it is today, if man continues to burn fuels at the present rate. If this warming up took place, the ice caps in the poles would begin to melt, thus raising sea level several metes and severely flooding coastal cities. Also, the increase in atmospheric temperature would lead to great changes in the climate of the northern hemisphere, possibly resulting in an alteration of the earth’s chief food-growing zones.
In the past, concern about a man-made warming of the earth has concentrated on the Arctic because the Antarctic is much colder and has a much thicker ice sheet. But the weather experts are now paying more attention to West Antarctic, which may be affected by only a few degrees of warming: in other words, by a warming on the scale that will possibly take place in the next fifty years from the burning of fuels.
Satellite pictures show that large areas of Antarctic ice are already disappearing. The evidence available suggests that a warming has taken place. This fits the theory that carbon dioxide warms the earth.
However, most of the fuel is burnt in the northern hemisphere, where temperatures seem to be failing. Scientists conclude, therefore, that up to now natural influences on the weather have exceeded those caused by man. The question is: Which natural cause has most effect on the weather?
One possibility is the variable behavior of the sun. Astronomers at one research station have studied the hot spots and “cold” spots (that is, the relatively less hot spots) on the sun. As the sun rotates, every 27.5 days, it presents hotter or “colder” faces to the earth, and different aspects to different parts of the earth. This seems to have a considerable effect on the distribution of the earth’s atmospheric pressure, and consequently on wind circulation. The sun is also variable over a long term: its heat output goes up and down in cycles, the latest trend being downward.
Scientists are now finding mutual relations between models of solar-weather interactions and the actual climate over many thousands of years, including the last Ice Age. The problem is that the models are predicting that the world should be entering a new Ice Age and it is not. One way of solving this theoretical difficulty is to assume a delay of thousands of years while the solar effects overcome the inertia of the earth’s climate. If this is right, the warming effect of carbon dioxide might thus be serving as a useful counter-balance to the sun’s diminishing heat.
1. What does the article want to explain?
2. According to the passage, a concentration of carbon dioxide in the atmosphere would ______ the temperature of the earth’s surface.
3. Why does the temperatures in the northern hemisphere seem to be falling although the fuel consumption is greater there?
4. On the basis of their models, scientists are of the opinion that the climate of the world should be becoming ______.
5. What will happen if the assumption about the delay of a new Ice Age is correct?
Part II Translation
Passage One
Specialisation can be seen as a response to the problem of an increasing accumulation of scientific knowledge. 1. By splitting up the subject matter into smaller units, one man could continue to handle the information and use it as the basis for further research. But specialization was only one of a series of related developments in science affecting the process of communication. Another was the growing professionalisation of scientific activity.
No clear-cut distinction can be drawn between professionals and amateurs in science: exceptions can be found to any rule. Nevertheless, the word “amateur” does carry a connotation that the person concerned is not fully integrated into the scientific community and, in particular, may not fully share its values. The growth of specialization in the nineteenth century, with its consequent requirement of a longer, more complex training, implied greater problems for amateur participation in science. 2. The trend was naturally most obvious in those areas of science based especially on a mathematical or laboratory training, and can be illustrated in terms of the development of geology in the United Kingdom.
3. A comparison of British geological publications over the last century and a half reveals not simply an increasing emphasis on the primacy of research, but also a changing definition of what constitutes an acceptable research paper. Thus, in the nineteenth century, local geological studies represented worthwhile research in their own right; but, in the twentieth century, local studies have increasingly become acceptable to professionals only if they incorporate, and reflect on, the wider geological picture. Amateurs, on the other hand, have continued to pursue local studies in the old way. The overall result has been to make entrance to professional geological journals harder for amateurs, a result that has been reinforced by the widespread introduction of refereeing, first by national journals in the nineteenth century and then by several local geological journals in the twentieth century. As a logical consequence of this development, separate journals have now appeared aimed mainly towards either professional or amateur readership. 4. A rather similar process of differentiation（区别）has led to professional geologists coming together nationally within one or two specific societies, whereas the amateurs have tended either to remain in local societies or to come together nationally in a different way.
5. Although the process of professionalisation and specialization was already well under way in British geology during the nineteenth century, its full consequences were thus delayed until the twentieth century. In science generally, however, the nineteenth century must be reckoned as the crucial period for this change in the structure of science.
Passage Two
The key position and role of women in the process of development is increasingly being recognized. Although the three great World Conferences of women were more concerned with recognizing and compiling approaches to emancipation we can currently confirm a general sharpening of awareness. 1. It has become clear that the Third World cultures, in earlier times strongly matriarchal（女家长的）, have been weakened in this respect by the methods of colonial education which are almost exclusively directed towards the male. Of the many criticisms of this situation let one voice be heard: “Development education groups and programs are very much male dominated and lack woman’s perspective”. So, too, the hopes placed in vocational training――“vocationalization”――as an aid to equality have been disappointed since this in its turn was to large extent focused on the male.
2. In these circumstances we should not be surprised that until now women have participated least in the educational processes which have been introduced. Only 20% attend primary school and the percentage of those who leave early is highest among girls. Because of the lack of basic training only around 10% take part in Adult Education programs. Hence it is vitally important to secure a turning point by increasing the awareness of the need for education.
The International Conference at Jomtien in 1990 provided the solution to this: “A more educated mother raises a healthier family. She has fewer and better educated children. She is more productive at home and in the workplace and is better able to get further education”. Many problems in school are consequences of incorrect or improperly balanced nutrition combined with inadequate hygiene. Together these factors can lead to failure to keep pace in school.
3. Hence even primary Education for girls should be directed towards the basic needs and necessities and provide answers which are as simple as possible. In rural districts such answers will be different from those given in urban areas. The education of girls and women must to a large degree be an education for the life they will lead, tailored to a woman’s position. 4. In saying this we are in fact demanding that the education of women, like all educational work in the Third World, should be an integrated part of the community. Consequently there are many partners in this process school, family, small businesses, governmental and non-governmental organizations. The educational skill consists in keeping this interplay active in such a way that there is no deficiency in material content. 5. An important consequence of this is the awakening of the desire to question, which, on the one hand presses for further education and on the other hand for its practical application.
Lecture Three Structure
1.Beer is the most popular drink among male drinkers, ______ overall consumption is significantly higher than that of women.
A. whoseB. whichC. thatD. what
2. Government reports, examination compositions, legal documents and most business letters are the main situations ______ formal language is used.
A. for which B. in whichC. on whichD. of which
3. Hydrogen is the fundamental element of the universe ______ it provides the building blocks from which the other elements are produced.
A. so thatB. but thatC. provided thatD. in that
4.After the Arab states won independence, great emphasis was laid on expanding education, with girls as well as boys ______ to go to school.
A. to be encouragedB. been encouraged
C. being encouragedD. be encouraged
5. ______, a man who expresses himself effectively is sure to succeed more rapidly than a man whose command of language is poor.
A. Other things being equalB. Were other things equal
C. To be equal to other thingsD. Other things to be equal
6.There seemed little hope that the explorer, ______ in the tropical forest, would find his way through it.
A. to be desertedB. having deserted
C. to have been desertedD. having been deserted
7.The local health organization is reported ______ twenty-five years ago when Dr. Audon became its first president.
A. to be set upB. being set up
C. to have been set upD. having been set up
8. As for the winter, it is inconvenient to be cold, with most of ______ furnace fuel is allowed saved for the dawn.
A. whatB. thatC. whichD. such
9.The article opens and closes with descriptions of two news reports, each ______ one major point in contrast with the other.
A. makesB. madeC. is to makeD. making
10.There was a very interesting remark in a book by an Englishman that I read recently ______ what he thought was a reason for this American characteristic.
A. givingB. gaveC. to giveD. given
11.These proposals sought to place greater restrictions on the use and copying of digital information than ______ in traditional media.
A. existB. existsC. existingD. to exist
12. “You are very selfish. It’s high time you ______ that you are not the most important person in the world,” Edgar said to his boss angrily.
A. realizedB. have realizedC. realizeD. should realize
13. As Commander-in-Chief of the armed forces, I have directed that all measures ______ for our defense.
A. had been takenB. would be takenC. be takenD. to be taken
14.Jean Wagner’s most enduring contribution to the study of Afro-American poetry is his insistence that it ______ in a religious, as well as worldly, frame of reference.
A. is to be analyzedB. has been analyzed
C. be analyzedD. should have been analyzed
15. I could not persuade him to accept it, ______ make him see the importance of it.
A. if only I could notB. no more than I could
C. or I could notD. nor could I
16.We have been told that under no circumstances ______ the telephone in the office for personal affairs.
A. may we useB. we may useC. we could useD. did we use
17. Today, ______ major new products without conducting elaborate market research.
A. corporations hardly introduce everB. corporations hardly ever introduce
C. hardly corporations introduce everD. hardly corporations ever introduce
18. So involved with their computers ______ that leaders at summer computer camps often have to force them to break for sports and games.
A. became the childrenB. become the children
C. had the children becomeD. do the children become
19.Smoking is so harmful to personal health that it kills ______ people each year than automobile accidents.
A. seven more timesB. seven times more
20.While people may refer to television for up-to-the-minute news, it is unlikely that television ______ the newspaper completely.
A. replacedB. have replacedC. replaceD. will replace
Lecture Four Listening
One
Questions 1―3 are based on the following talk about community service. You now have 15 seconds to read questions 1―3.
1. What is the purpose of the talk?
[A] To explain a new requirement for graduation.
[B] To interest students in a community service project.
[C] To discuss the problems of elementary school students.
[D] To recruit elementary school teachers for a special program.
2. What does Professor Dodge do?
[A] He advises students participating in a special program.
[B] He teaches part-time in an elementary school.
[C] He observes elementary school students in the classroom.
[D] He helps students prepare their resumes.
3. What should students interested in the tutorials do?
[A] Contact the elementary school.
[B] Sign up for a special class.
[C] Submit a resume to the dean.
[D] Talk to Professor Dodge.
Tapescrips
Man: Community service is an important component of education here at our university. We encourage all students to volunteer for at least one community activity before they graduate. A new community program called “One On One” helps elementary students who’ve fallen behind. Your education majors might be especially interested in it because it offers the opportunity to do some teaching―that is, tutoring in math and English. You’d have to volunteer two hours a week for one semester. You can choose to help a child with math, English, or both. Half-hour lessons are fine, so you could do a half hour of each subject two days a week.
Professor Dodge will act as a mentor to the tutors―he’ll be available to help you with lesson plans or to offer suggestions for activities. He has office hours every Tuesday and Thursday afternoon. You can sign up for the program with him and begin the tutoring next week.
I’m sure you’ll enjoy this community service… and you’ll gain valuable experience at the same time. It looks good on your resume, too―showing that you’ve had experience with children and that you care about your community. If you’d like to sign up, or if you have any questions, stop by Professor Dodge’s office this week.
Two
Questions 1―4 are based on the following talk about the recruitment of an airline. You now have 20 seconds to read questions 1―4.
1. What is required of the applicants for the training program?
[A] A four-year college degree.
[B] Letters of reference.
[C] Extensive travel experience.
[D] Experience working with the public.
2. Which of the following subjects is included in the training?
[A] Psychology.
[B] World history.
[C] Modern languages.
[D] Geography.
3. Why does the speaker mention headwaiters?
[A] To introduce the next speaker.
[B] To explain her previous job.
[C] To describe some of the skills flight attendants need.
[D] To describe the background needed by applicants.
4. What does the speaker like most about the job?
[A] The high salary.
[B] The free college tuition.
[C] The chance to meet people.
[D] The opportunity for advancement.
Tapescrips
Woman:Good afternoon. I’m here today to talk to you about a career with our airline. We’re especially interested in recruiting people to fill openings for flight attendants.
First of all, to work as a flight attendant with us, you must be accepted into our training program―and with so many people applying, it’s not easy to be selected. From the thousands of applications that we receive annually, we choose fewer than a thousand people for training. So, we require experience serving the public; and it also helps if you’ve earned some college credits.
Also, not everybody who gets accepted into the training program makes it through. The course meets six days a week for five weeks. The training includes extensive classroom work in such subjects as first aid and passenger psychology as well as practical training in flight procedures and meal service. A lot of our graduates say that our flight attendants develop the skills of a nurse, a headwaiter, and a public relations executive!
But, as a flight attendant myself, I can say that all of the hard work is worth it. Of course, I get to travel throughout the country, and the airline pays all of my expenses while I’m away from my base station. And, what I like best of all is that I’ve made friends with people from all over the country!
Three
Questions 1―3 are based on the following talk about students’ housing. You now have 15 seconds to read questions 1―3.
1. Why do the students attending the meeting need the information?
[A] They are going to have part-time jobs in the housing office.
[B] They are training to become resident advisers in dormitories.
[C] They haven’t lived off campus before.
[D] They haven’t selected housing before.
2. What determines a student’s choice of housing for the next year?
[A] The dormitory the student currently lives in.
[B] Whether the student is willing to live off campus.
[C] The student’s major.
[D] How long the student has been at the college.
3. What will cause the housing shortage next year?
[A] Older students will no longer be allowed to live off campus.
[B] There will be an unusually large number of first-year students.
[C] Some dormitories will be temporarily closed.
[D] The housing office will have fewer employees.
Tapescrips
Man: I need to make sure you understand how to get housing for next year. When you entered as first-year students this year, the school assigned you to a dorm and a roommate, but next year as returning students you’ll choose both your roommate and your dorm. But whether or not you actually get to live in your first choice depends on what number you or your roommate draws in the lottery system. The system gives priority to the students who have been here longest. Fourth-year students get the first block of numbers, third-years get the seconds block, and second-years―like you’ll be―get the third. The lower the number you draw, the sooner you choose. Number one gets the first choice, number two gets the second choice, and so on.
You can use either your own or your intended roommate’s number to make your room choice. If your roommate for next year has been at the school longer than you have, they’ll be in a better block of numbers and so will have a better number than any second-year student. But most of you will probably be rooming with other second-year students and so neither of you may have a great number. You may not get into your first or even second choice. Of course, if you’ve made plans to live off campus, you don’t need to enter the lottery at all.
Dorm space will be especially tight this year because the dorms on North Campus will be closed for renovations. This means that those of you who draw the worst numbers won’t be able to get dorm housing at all. In that case, the housing office will help you find off-campus housing.
Four
Questions 1―3 are based on the following conversation about a class. You will have 15 seconds to read questions 1―3.
1. What is the main topic of this conversation?
[A] The plays of Shakespeare.
[B] The writer of Shakespearean plays.
[C] The birthplace of Shakespeare.
[D] The Earl of Oxford.
2. According to the conversation, who might have written the Shakespearean plays?
[A] A professor.
[B] The Earl of Oxford.
[C] A tourist.
[D] An illiterate man.
3. What is the woman interested in doing now?
[A] Reading about the Earl of Oxford.
[B] Seeing a Shakespearean play.
[C] Taking a class in Shakespeare.
[D] Reading more plays.
Tapescrips
Man:Did you see the play, A Midsummer Night’s dream, last night?
Woman:Yes, it was excellent. I really like Shakespeare.
Man:I do too. You know, I’m taking a class on Shakespeare now. Did you know that a lot of people are saying that Shakespeare isn’t the man we think he was?
Woman:Well, I’ve heard something about that, but I can’t remember exactly what people are saying. What have you heard?
Man:Well, my professor was just discussing this yesterday. In most books it is written that Shakespeare was born in Stratford-on-Avon.
Woman:Yeah, I know that.
Man:But for this man who was called Shakespeare, or Shagsper, or something that sounds like that, there is no evidence that he was literate. There are a few signatures that are written like an illiterate man and there is nothing else―not a single letter, not a single clue that he might have been a writer. And his parents were illiterate and so were his daughters! In addition, there is no evidence that he owned a single book or that he ever went to school. In fact, there is no evidence that there even was a school in the little village of Stratford.
Woman:Wow, what a mystery. I didn’t know all that. So what does your professor say about who wrote the plays?
Man:Well, one likely candidate is the Earl of Oxford, but nobody knows for sure. The Earl was a lord and a leading member of the court, so he couldn’t sign his name to his own work. It seems possible that the Earl of Oxford, whose name was Edward de Vere, might have used William Shakespeare’s name to fool people.
Woman:But what about this Shakespeare then? Wouldn’t he know his name was being used?
Man:Yes. So now some people are saying that the Earl of Oxford gave money to Shakespeare to keep him quiet. And that’s the money that he used to build the house that tourists all go to now in Stratford!
Woman:What a story! I wonder if it’s true? I think I’ll go to read more about the Earl of Oxford!
Five
Questions 1―4 are based on the following announcement made at the beginning of a lab section. You will have 20 seconds to read questions 1―4.
1. Who is the speaker of this talk?
[A] Professor Smith.
[B] A teaching assistant.
[C] A specialist in chemistry.
[D] A university technician.
2. How often does this class meet?
[A] Every day of the week.
[B] Once a week.
[C] Twice a week.
[D] Once every two weeks.
3. What is the main purpose of the speaker’s talk?
[A] To teach important safety rules.
[B] To explain the grading procedures.
[C] To demonstrate an experiment.
[D] To tell students what safety equipment to buy.
4. What must the students do before the next class?
[A] Buy a notebook.
[B] Wash their lab equipment.
[C] Do an experiment.
[D] Put waste in the proper container.
Tapescrips
Hi. My name is John. I’m your teaching assistant for Chemistry 1A Professor Smith’s class. Let me explain a little about this lab section. It’s a required meeting, twice a week. I expect you to do all the experiments and keep the results in your lab notebook. I’ll collect the notebooks every two weeks. You’ll be graded on your lab notebooks, your attendance, and quizzes. But the most important information I want to give you today is about the safety procedures.
First of all, you must wear shoes that cover your feet in the lab. That means you can’t wear thongs or sandals. Tennis shoes are OK. Also, don’t wear clothes that have loose baggy parts, like long scarves and necklaces or loose belts. They could get caught in something or fall into a liquid. Another important safety precaution is cleaning up. Be sure to put the waste in the correct containers. We can’t mix liquid with paper. This is extremely important. I don’t want any fires in this room. You are responsible for washing out your own lab equipment and putting it away. If you don’t do this, I will deduct points from your grades. I’m not going to clean up after you.
OK. That’s about all for this meeting. Next week we’ll begin the first experiment. Be sure to get a lab notebook before then. Also, let Professor Smith know that you are attending this section.
答案
Lecture Two Reading
Part I Reading
Passage One: BDDB
Passage Two: BDBBD
Passage Three:CAAB
Passage Four:BDDB
Passage Five:
1. The cause affecting the weather.
2. raise
3. partly due to the variable behavior of the sun.
4. cooler
5. the greenhouse effect might be serving as a useful counter-balance.
Part II Translation
Passage One
1．通过把科学知识按主题内容分成较小的范畴，人们就能继续掌握信息，并把它当作进一步研究的基础。
2．在那些尤其以数学或实验室培训为基础的科学领域，这一趋势自然表现得最为明显。英国地质学方面的发展可以说明这一问题。
3．比较一下过去一个半世纪英国的地质学刊物，人们发现，英国的地质学刊物不仅越来越强调研究的重要性，而且，它有关可出版的学术论文的标准也在不断变化。
4．另一个相似的分化过程导致全国专业地质学者聚集一起，组成一到两个专业团体，而业余学者则要么呆在地方学会里，要么以一种不同的方式组成全国性团体。
5．十九世纪，英国的地质学领域虽然已经出现专业化和专业分工过程，但其产生的后果却只到二十世纪才充分表现出来。
Passage Two
1．很明显，第三世界的文化，（早期强调母权制），在这个方面已被殖民教育的方法削弱了，这种殖民教育几乎只针对男性。
2．在这些情况下，我们不应感到奇怪的是到目前为止，女性最少参加被采用的教育连续发展过程。
3．因此，即使针对女孩的基础教育也应针对基本需求和必要性，应提供尽可能简单的解决方法。
4．谈到这里，我们实际上是在要求：女性教育应该成为社会的一个整体部分，正如第三世界所有的教育事业一样。
5．这所带来的重要结果是人们求知欲的唤起，这一方面表现为迫切需要进一步教育，另一方面则表现为迫切需要实际应用。
Lecture Three Structure
1. A2. B3. D4. C5. A6. D7. C8. A9. D10. A
11. A12. D13. C14. C15. D16. A17. B18. D19. B20. D
Lecture Four Listening
One:BAD
Two:DACC
Three:DDC
Four:BBA
Five:BCAA
posted @ 2006-10-24 09:40
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