Northern Virginia Community College had agreed to stop awarding scholarships based on race.
The college took that step, Virginia’s Attorney (司法局) said last week, after the U.S. Education Department’s Office for Civil Rights had concluded that the privately financed scholarship programs for minority students did not follow established federal (联邦的) guidelines for such programs.
The civil-rights office got involved when a white student at Northern Virginia complained in June 1996 that he had been illegally excluded from a scholarship program for minority students.
Christopher Thompson argued in his complaint that such programs had been found unconstitutional ― (不符合法规的) in 1994 by the U. S. Court of Appeals for the Fourth Circuit (联邦上诉法院第四管辖区), in a case involving a blacks-only scholarship at the University of Maryland at College Park.
In a letter to the department last month, the state Attorney Genera’s Office said the college would alter its five scholarship programs that have been limited to students of certain races. All of the programs were financed by private donors or groups.
“After careful consideration of the position taken by your office, in response to the complaint filed with the Office for Civil Rights by a student at the college, and the legal arguments presented to us by lawyers representing that student, the college has concluded that it will abandon its administration of race-based scholarships,” wrote Maureen Riley Masten, an Assistant Attorney General.
Northern Virginia officials said that two of the aid programs would be opened to students of all races, and that the sponsors of two others had asked that their money be returned. The sponsors of the fifth program said they would transfer the funds to a private, non-profit group that would continue to administer the scholarship to minority students only, the college said.
Officials of many colleges have watched the Northern Virginia case because they believed that it might throw new light on how the Education Department would view the legality of scholarship programs financed by private donors.
A spokesman for the department, Rodger Murphey, said he did not believe that a new precedent (判例) had been set in the case.
1.What was Christopher Thompson’s complaint?
A.He wasn’t qualified for his college’s race-based scholarships as a white student.
B.The lawyers refused to represent him in his appeal against his college’s decision.
C.Northern Virginia officials decided that his appeal to the state court was illegal.
D.The civil-rights office failed to respond to his complaint about his college.
2.What was the civil-rights office’s position in Christopher Thompsons case?
A.The college should justify its race-based scholarship programs.
B.The college should transfer its scholarship funds to non-profit groups.
C.The college should open its scholarship programs to students of all races.
D.The college should put aside its prejudice against white students.
3.How did Northern Virginia Community College respond to the civil-rights office’s decision?
A.It continued to administer its scholarship programs despite the complaint.
B.It got new sponsors to open scholarship programs to students of all races.
C.It stopped its scholarship programs temporarily to confirm their legality.
D.It abandoned its scholarship programs exclusively for minority students.
4.Which of the following can NOT be inferred from the passage?
A.Christopher Thompson based his complaint legally on the Maryland case.
B.The legality of privately financed scholarships was still uncertain.
C.Race-based scholarship programs would be presented in a new form.
D.The courts decision in the case would be followed in later similar cases.
Most of the time, people are well aware of the circumstances of exchange: they exchange this for that. But in the rare circumstances when they’ve not prepared with gift-giving in return, they can be _________ with feelings of guilt. Receiving a gift, Jacques Derrida, a French thinker, thought, could make one feel like a _________ trapped in a cycle of economic exchange. People don’t like the feeling of being under obligation (人情债) , and try to dismiss the _________ they can feel as quickly as possible.
Private gift-giving, as the Frankfurt school theorist Theodor Adorno worried, has become an empty procedure. There’s no denying that in at least some cases, people give gifts _________. This has less to do with gift-giving itself, and more to do with the choosing of gifts. Gift-giving looks like an obligation, and a fairly _________one at that. Sure, there is giving gifts to lovers, friends and family. But then there is also the world of gift-giving like Secret Santa Claus, practices that keep gift-giving routines going well _________ the circles of people we know well enough to make choosing presents _________.
For these forced occasions, for, say, the coworker we’ve never spoken to, there are pre-printed cards and commercial guides. Even when the receiver is well-known, people want to _________ the effort needed for gifting. A relative once sent me a gift basket of dried fruit, nuts and cured meats; both the offending party and I are vegetarians.
If gift-giving has become more transaction (交易的), with the give-and-take a(n) _________ itself, so has complimenting.
This ____________ choice — fulfill your obligation to return the ____________ or resign yourself to guilt — comes from belonging to a society structured around commodities and their ____________.The trouble is, if compliments are transactions, feeling that we’re under obligation is a natural state of affairs. To imagine that we could completely overcome our ways of thinking about compliments, ____________, requires ____________ our social and economic forms of life. ____________ a difficult demand, this could be the true gift Adorno and Derrida were hoping for.
1.A.proud B.troubled C.happy D. exchange
2.A.owner B.loaner C.donor D. debtor
3.A.prejudice B.inferiority C.inequality D.priority
4.A.reluctantly B.quickly C.carefully D.gladly
5.A.affordable B.widespread C.influential D.commercial
6.A.within B.behind C.against D.beyond
7.A.unpleasant B.enjoyable C.adequate D.fashionable
8.A.minimize B.maximize C.complicate D.formalize
9.A.means B.reason C.end D.process
10.A.agreed B.limited C.forced D.suited
11.A.praise B.offence C.greeting D.favour
12.A.application B.promotion C.interaction D.exchange
13.A.therefore B.however C.moreover D.meanwhile
14.A.following B.restoring C.rethinking D.proceeding
15.A.Unless B.While C.Since D.Whether
Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.
I teach a course in marine biology at a college in central Maine. In order to give each student the individualized attention he or she 1.(deserve), I cap the class size at 15. Some years back, while calling out names from the roster (花名册) on the first day, I noticed a gray-haired woman of about 70. She 2.(hang) about at the door, with her new books like a schoolgirl.
“I’m not on the roster,” she volunteered, clearly self-conscious about all the 3.(seat) 18-year-olds looking her over. “But I was wondering if I 4.just sit in on the first class, to see what it’s about.”
There were already 15 in the class, but this woman’s eagerness impressed me, so I invited her to have a seat.
I began by chatting informally with the class to get a feel for how much knowledge they were bringing to 5.course. The result of open admissions is that professors are faced with very uneven crops of students, many of 6. know relatively little about the world around them.
In marine biology I like to see if they know the difference between fishes and seagoing mammals (哺乳动物). I often hold up a sponge (海绵) in the hope 7. someone will recognize it as an animal rather than a plant. I talk about the difference between a sea and an ocean.
8. I questioned, most of my new students remained silent. But Natalie, the older woman, was on the edge of her seat, 9.(volunteer) answers with the quickness of a game show contestant. In time, I felt as if it were just she and I engaged in a private conversation. At the end of class, she came up to me and apologized for being the “extra” student. “I certainly wish I could take this course,’’ she said. “Will you offer it next week?” Alarmed at the prospect of losing her, I acted quickly to relieve 10.concern. “I’ll see you next class,” I said.
假定你是李华，最近，你校成功举办了以“最美中国文化”为主题的文艺表演活动。请给你的英国朋友David写一封邮件，内容包括：
1. 活动的时间、地点、参加者；
2. 表演的节目；
3. 参加活动的感受。
注意：
1. 词数100左右；
2. 可以适当增加细节，以使行文连贯。
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。
删除：把多余的词用斜线（\）划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1. 每处错误及其修改均仅限一词；
2. 只允许修改10处，多者（从第11处起）不计分。
When I finished all of my exam, my family drove to the countryside for a holiday. On our way, my favorite scarf flew out of the window suddenly and is gone. I felt very sad, regretting that when I hadn’t kept the scarf well. Soon after, we stopped at a service station. Feel upset, I found a bench and was about to ate my sandwich when a motorcyclist pulled into the station, “Is that your blue car?” he asked me. Although I felt surprising, I nodded quickly. A man pulled out the very scarf from my backpack and handed it to me. He then returned his motorcycle and wanted to leave. I went up and repaid him thankful by giving him a hug.
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
Some people will say “Open your gift!” immediately upon giving you a brightly 1. (wrap) box. Some of us are happy to help tearing off the paper with much 2. (excite). Others, however, experience anxiety when presented with a present. “What if I won’t like it?” they think. “What if it’s 3. (embarrass)?” Such questions can 4. (serious) stress a person out even if it isn’t obvious to the excited gift-giver.
Sometimes, 5. is necessary to bite the bullet even if gift-opening is uncomfortable for you, for instance if you’re the guest of honor at a bridal or baby shower. “In those situations 6. the opening of the gift is an activity of the event itself, go 7. it,” says Canada’s Etiquette Guy Jay Remer. “People who are attending the event expect that whatever gift they give is likely to be opened. It’s part of the fun.” So, if you refuse to open 8. (gift), the attendees (出席者), who give presents to you, might think you do not care about their blessings.
Etiquette expert Jacqueline Whitmore 9. (tend) to put the decision into the gift-giver’s hands. “Whenever I 10. (present) with a gift, I usually say ‘Shall I open it now?’ If the giver says ‘That’s up to you.’ I go ahead and open it because if I present someone with a gift, I want him to open it so I can see the happiness on his face.”
