Directions: Translate the following sentences into English, using the words given in the brackets.
1.影视剧中虚构的情节往往被误认为是真实生活。（mistake）
2.规定每位小提琴手都必须演奏一首中国作品以弘扬中华文化。（require）
3.被他的团队认可和接纳，他有了一种归属感。（sense）
4.留学生身处他们并不习惯的学习环境时产生焦虑是很自然的。（accustom）
Directions: Read the following passage. Summarize in no more than 60 words the main idea and the main point(s) of the passage. Use your own words as far as possible.
They like using the Internet. They have lots of pocket money to spend. And they spend a higher proportion of it online than the rest of us. Teenagers are just the sort of people an online seller is interested in, and the things they want to buy — games, CDs and clothing — are easily sold on the Web.
But paying online is a tricky business for consumers who are too young to own credit cards. Most have to use a parents card. They want a facility that allows them to spend money.
That may come sooner than they think: new ways to take pocket money into cyber space are coming out rapidly on both sides of the Atlantic. If successful, these products could stimulate online sales.
In general, teenagers spend huge amounts: $153 bn (billion) in the US last year and £20 bn annually in the UK. Most teenagers have access to the Internet at home or at school — 88 percent in the US, 69 percent in the UK. According to Jupiter Research, one in eight of those with Internet access has bought something online — mainly CDs and books.
In most cases, parents pay for these purchases with credit cards, an arrangement that is often unsatisfactory for them and their children. Pressing parents to spend online is less productive than pressing on the high street. They’re more likely to ask “Why” if you ask to spend some money online.
One way to help teenagers change notes and coins into cybercash is through prepaid cards such as IntenetCash in the US and Smart cards in the UK, Similar to those for pay-as-you-go mobile telephones, they are sold in amounts such as £20 or $50 with a concealed 14-digit number that can be used to load the cash into an online account.
Directions: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.
There are two kinds of motive for engaging in any activity: internal and instrumental. If a scientist conducts research because he wants to discover important facts about the world, internal motive. If he conducts research because he wants to achieve scholarly fame, that’s an instrumental motive. 1..
What mix of motives — internal or instrumental or both — is most favorable to success? You might suppose that a scientist motivated by a desire to discover facts and by a desire to achieve fame will do better work than a scientist motivated by just one of those desires. 2.But as we and our colleagues argue in a paper, instrumental motives are not always useful and can actually be counterproductive to success.
3.Helping people focus on the meaning and impact of their work, rather than on, say, the financial returns it will bring, may be the best way to improve not only the quality of their work but also their financial success.
There is a temptation among educators and instructors to use whatever motivational tools are available to recruit (招募) participants or improve performance. If the desire for military excellence and service to country fails to attract all the recruits that the Army needs, then perhaps appeals to “money for college,” “career training” or “seeing the world” will do the job.
4.Similarly, for students uninterested in learning, financial incentives (奖励) for good attendance or pizza parties for high performance may motivate them to participate, but it may result in less well-educated students.
A.Our study suggests that efforts should be made to structure activities so that instrumental consequences do not become motives.
B.That’s the secret of effective motivation.
C.While this strategy may attract more recruits, it may also produce worse soldiers.
D.Surely two motives are better than one.
E.Discovering facts is inseparably related to the activity of research.
F.Often, people have both internal and instrumental motives for doing what they do.
Before Douglas Engelbart, computers were as big as rooms and used mostly for handling numbers. But in the late ‘60s’at the Stanford Research Institute, Engelbart invented almost everything your personal computer has today: a mouse, hypertext, screen sharing and more. In 1968 he made real-time edits to documents nearly 40 years before Google Docs hit screens; video chatted with friends long before Skype’s 2003 arrival; and resized windows years before Microsoft entered the field in 1975. Engelbart was adding graphics (图形), hyperlinking and sharing screens — all before the birth of the World Wide Web. “The digital revolution is far more significant than the invention of writing or even of printing,” said Engelbart, and as it turns out, he held all the right cards.
If he’d been British，Engelbart would have been knighted (授爵), but the Portland, Oregon, native instead lived out the rest of his years as an unsung hero, trying to fry even bigger fish in Silicon Valley. His blueprint of the Internet was radically different from today’s profit- driven, streamlined version. Engelbart imagined an information system built on the backbones of cooperation and education, all meant to enhance the collective human mind. He wanted a computerized network of real-time, human-wide cooperation, with the open-source spirit of Wikipedia and the purposefulness of Change.org.
By the late 70s and early ‘80s’ Engelbart and his ideas were cast aside in favor of Apple Macintosh and Microsoft Windows, along with their profit-generating vision for personal computing, and a user-friendly approach to the Internet. Engelbart’s team of researchers abandoned him, and he had a lesser position at a company called Tymshare while still battling with his pie-in-the-sky visions of a better world. Even worse, when Engelbart’s mouse invention gained widespread use years later, he never gained the profits — it had been licensed to Apple for around $40,000, Engelbart revealed.
And if Engelbart had won? “Hard to say,” says Jefferson Bailey of the Internet Archive in San Francisco. The Web was bound to grow in ways its founders never intended, he says. He notes his belief that the same spirit of knowledge-sharing and cooperation Engelbart tirelessly pushed for will one day become part of our fast-evolving Internet, even if a commercial layer clouds the original vision. But even so，fame is difficult to achieve; it often ridicules great thinkers like Galileo or Tesla, only to meet them decades after death. Granted, Engelbart was eventually allowed into the National Inventors Hall of Fame, in 1988, and into the Pioneers Circle in the Internet Hall of Fame after his death, but the heart of his dream has yet to be realized.
1.The expression “his pie-in-the-sky visions of a better world” in Para. 3 refers to______________.
A.the function of computer data processing
B.a real-time video chat on the Internet
C.a user-friendly approach to the Internet
D.an Internet of knowledge-sharing and cooperation
2.Most probably Engelbart’s greatest regret was that___________________.
A.he was too crazy about his vision of the Internet when totally ignored
B.he was not profitably rewarded for his landmark inventions of computer
C.he was admitted to the U. S. National Inventors Hall of Fame too late
D.the Internet was commercially oriented against his original intention
3.Which of the following is NOT true according to the passage?
A.Engelbart rose and fell in his all-out battle over the future of the Internet.
B.Engelbart could have succeeded in the Internet with his landmark inventions.
C.Engelbart failed to realize his ambition due to his humble position in Tymshare.
D.Engelbart could hardly resist the profit-driven trend of the growing Internet.
4.Which of the following is the best title of the passage?
A.Who Benefits from the Internet? B.Who lost the Internet Wars?
C.Who Pioneered the World Wide Web? D.Who Commercialized the Internet?
SHORE EXCURSIONS
ORDER FORM
Print Full Name: Stateroom:
Signature: E-mail:
By Signing, I agree to the application of the tour charges in my account; understand the cancellation policy, have read the onboard tour descriptions available at the Shore Excursion Desk, and the Know before you go, located on this order form.
Cancellation Policy: All tours cancelled within 48 hours before arrival in the port where the tour is scheduled to operate are non-refundable. Certain tours, such as overland tours, golf tours, flightseeing, customized tours and tours with theater performances or special events may be subject to different cancellation fees. Check at the Shore Excursion Desk for details. You can cancel a tour by returning the tour ticket to the Shore Excursion Desk and advising the staff of the cancellatian, or writing “cancel” on the ticket and depositing it in the drop box located at the Shore Excursion Desk.
① Tours with this activity level involve walking over relatively level terrain (地势), possibly some cobblestone (卵石), or a few steps. Comfortable shoes are recommended.
② Tours with this activity level involve a considerable amount of physical activity such as considerable walking over cobblestone streets, uneven or steep terrain, climbing stairs, or extended periods of standing. Not recommended for guests with physical limitations. Comfortable, strong shoes are recommended.
③ Tours with this activity level involve physical efforts for extended periods. The terrain may be uneven or steep. It can also indicate a need for swimming in a current. Recommended only for the physically fit and adventurous. Continued
Please refer to the Tour Descriptions for all restrictions including, but not limited to age, weight, height and medical. | ||||||||
Ketchikan, Alaska | ||||||||
Monday Docked: 7:00 a.m. All Aboard: 2:30 p. m. | ||||||||
48 hour Cancellation Notice Required Before Arrival into Port. | ||||||||
Code | No. of Tickets | Tour Name | Departure Time | Approx. Duration (Hrs) | Activity Level | Price in $US | ||
Adult | Child | |||||||
KTNJ | Adult | Child | ||||||
Ketchikan Sightseeing & Highlights Tours | ||||||||
5411 |
|
| Ketchikan Highlights by Trolley | 9:45 a. lii. |
1/4
| Level 1 | $59 | $29 |
4411 |
|
| The Bering Sea Crab Fisherman’s Tour | 8: 15 a. m. | 3 | Level 1 | $229 | $139 |
7211 |
|
| Misty Fjords Cruise & Fly | Multiple |
| Level 2 | $449 | $305 |
2111 |
|
| Rainforest Canoe & Nature Trail | 8: 00 a. m. | 31/2 | Level 2 | $129 | $75 |
3111 |
|
| Rainforest Ropes & Challenge Park | Multiple | 31/2 | Level 3 | $189 | |
5611 |
|
| Bear Creek Zipline | Multiple |
34/2 | Level 3 | $199 | $125 |
This is Alaska This “live” multimedia enrichment presentation highlights Alaska through history, its main attractions and various ways to experience them. Limited seating; one show only 10:00 a. m. Sunday (At Sea) in the Stardust Theater, Decks 6 & 7 FWD |
1.The shore excursions order form is__________________.
A.a page of a leaflet which highlights the tourist attractions at Ketchikan,Alaska
B.a printed sheet every passenger must fill out when he goes onshore at Ketchikan
C.an entry form for a passenger to fill in if he joins in the recommended activities
D.a poster that recommends Ketchikan’s main activities to the cruise passengers
2.If one is not physically fit enough, the recommendable activity onshore in Ketchikan for him/her is______________.
A.Ketchikan Highlights by Trolley B.Rainforest Canoe & Nature Trail
C.Bear Greek Zipline D.Rainforest Ropes & Challenge Park
3.Which of the following is TRUE according to the order form?
A.A video clip of Alaska’s scenic attractions is shown to all the cruiser’s passengers.
B.Passengers can negotiate cancellation fees with the staff when a tour is cancelled,
C.One can get his money back if he cancels his tour a day before getting to Ketchikan.
D.When signing the form, a passenger has accepted the rules of the shore excursions.
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.
