选词填空 Section A
37、根据材料，回答37-46题
Questions 36 to 45 are based on the following passage.
In the second half of the twentieth century, many countries of the South began to send students to the industrialized countries for further education. They36needed supplies of highly trained personnel to37 a concept of development based on modernization. But many of these students decided to stay on in the developed
countries when they had finished their training.
In the 1960s, some Latin American countries tried to solve this problem by setting up special "return"programs to encourage their professionals to come back home. These programs received support from international bodies such as the International Organization for Migration, which in 1974enabled over 1,60038scientists and technicians to return to Latin America.
In the 1980s and 1990s, "temporary return" programs were set up in order to make the best use of trained personnel39strategic positions in the developed countries. This gave rise to the United Nations Development Program's Transfer of Knowledge through Expatriate Nationals, which encourages technicians and scientists to work in their own countries for short periods. But the brain drain from these countries may well increase in40 to the new laws of the international market in knowledge.
Recent studies 41 that the most developed countries are going to need more and more highly qualified professionals around twice as many as their educational systems will be able to produce, or so it is thought. As a 42there is an urgent need for developing countries which send students abroad to give43to fields where they need competent people to give muscle to their own institutions, instead of encouraging the training of people who may not come back because there are no professional outlets for them. And the countries of the South must not be content with institutional structures that simply take back professionals sent abroad; they must introduce 44administrative procedures to encourage them to return. If they do not do this, the brain drain is45to continue.
A. forecast
B. flexible
C. neutrally
D. preference
E.detachM
F. bound
G. implement
H. consequence
I. qualified
J. dismissing
K. result
L.occupying
M. urgently
N . skeptical
O . response
36.__________
37.__________
38.__________
39.__________
40.__________
41.__________
42.__________
43.__________
44.__________
45.__________
段落匹配 Section B
Section B Directions: In this section, you are going to read a passage with ten statements attached to it. Each statement contains information given in one of the paragraphs. Identify the paragraph from which the information is derived. You may choose a paragraph more than once. Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
47、根据材料，回答47-56题
The Great Charter Tryout
A. Long before Sci Academy, a charter school in New Orleans, had graduated its first senior class, the school was being heaped with accolades ( 称赞). In September 2010, when Sci Academy was just two years old, its 200 excited students--then all freshmen and sophomores--filed into Greater St. Stephen Baptist church, next door to the school. Together with local dignitaries ( 显要人物 ), journalists, and a brass band, the students watched on huge screens as the leaders of six charter schools from around the country appeared on The Oprah Winfrey Show. At the end of the show, they watched as Oprah handed each charter-school leader—including Ben Marcovitz, Sci Academy's founder—a $1 million check.
B. Sci Academy is a flagship charter school and a model of the new data-driven, business-infused approach to education that has won its worship in New Orleans. After Hurricane Katrina in 2005, education reformers swept away what remained of the traditional public schools in what had been one of the nation's lowest- performing districts. In their place, charters promised choice and increased accountability( 负责制 ). More than 75 percent of New Orleans kids landed in schools controlled by the so-called Recovery School District, which was heavily dominated by charter schools.
C. "This transformation of the New Orleans educational system may turn out to be the most significant national development in education since desegregation," wrote Neerav Kingsland, the CEO of New Schools for New Orleans, the city's leading venture-philanthropy group incubating local charter schools, a year ago. "New Orleans students have access to educational opportunities that are far superior to any in recent memory."
D. But eight years after Hurricane Katrina, there is evidence that the picture is far more complicated. Seventy- nine percent of RSD charters are still rated D or F by the Louisiana Department of Education. Sci is one of two RSD high schools to earn a B; there are no A-rated open-admission schools. In a school system with about 42,000 mostly poor African-American kids, every year thousands are out of school at any given time-- because they are on suspension, have dropped out, or are incarcerated. Even at successful schools, such as the highly regarded Sci Academy, large numbers of students never make it to graduation, and others are unlikely to make it through college.
E. Figuring out what has taken place in the New Orleans schools is not just a matter of interest to local residents. From cities like New York to towns like Muskegon Heights, Michigan, market-style reforms have been widely considered as the answer to America's educational woes. New Orleans tells us a lot about what these reforms look like in practice. And the current reality of the city's schools should be enough to give pause to even the most passionate charter supporters.
F.With its chain-link fence and campus of module-like buildings--the result of a continuing post-Hurricane Katrina building shortage--Sci Academy doesn't look much like a model school. Freshmen, wearing the polo shirts and khakis of the school uniform, are required to walk along straight red lines that snake through the school's breezeways. Placards bearing slogans, such as "No Short Cuts; No Excuses" and "Go Above and Beyond," hang overhead.
G. Everything at Sci Academy is carefully designed to maintain discipline and focus on the school's principal mission, which is to get every student into college. Each morning, at 8 a.m., the teachers, almost all white and in their 20s, gather for a rousing thigh-slapping, hand-clapping, rap-chanting staff revival meeting, the beginning of what will be, for most, a 14- to 16-hour workday. Students arrive a half hour later, and if asked "Why are you here?" and "What will it take?" are expected to respond "To learn" followed by a recitation of the school's six core values: "achievement, respect, responsibility, perseverance, teamwork, and enthusiasm."
H. Both curriculum and behavior are elaborately arranged. As kids file into class, a teacher hands them their "entry ticket," a survey that helps determine how much students retained from the previous class. An "exit ticket" distributed at the end of each class establishes how much kids have absorbed. Information from the exit tickets, as well as attendance, demerits for bad behavior, and "Sci bucks" for good behavior, are keyed into the Sci software system by teachers every night to help monitor both student and teacher performance.
I.After the storm, the state fired the city's unionized teachers, who were mostly middle-aged African- Americans, an action that has been challenged in court. While a few schools have hired back teachers who worked in the pre-Katrina schools, the city now relies heavily on inexperienced educators--mostly young, white, and from out of town--who are willing, at least in the short run, to put in exhausting hours. But at many schools, including Sci Academy, plenty of teachers last for less than two years.
J.In New Orleans, teachers with certifications from Teach for America number close to 400, five times the level a few years ago. Within the RSD, in 2011, 42 percent of teachers had less than three years of experience; 22 percent have spent just one year or less in the classroom, according to "The State of Public Education in New Orleans," a 2012 report by the pro-charter Cowen Institute at Tulane University.
K. In part to help with this lack of experience, charter schools train teachers in highly regimented routines that help them keep control of their classrooms. The city's charter-school advocates argue that in the aftermath of the storm, when charter operators had to scale up quickly, they needed to start with basics: first order and security, then skill building. "Kids expect high school to be dangerous. They come to school with their backs up," explains Sci Academy's Marcovitz, a graduate of the elite Maret school in Washington, D.C., and Yale University. He says the routines--which are borrowed from methods pioneered by KIPP, a national charter chain that also operates schools in New Orleans--are intended to keep students focused and feeling safe.
L. In one English class last fall, a teacher who had been at Sci for about a year held forth on the fine points of grammar, including the subtle difference between modal and auxiliary verbs. As a few heads drifted downward, she employed a popular charter-school management routine to hold the class's attention. "SPARK check! " she called. The acronym stands for sit straight; pencil to paper (or place hands folded in front); ask and answer questions; respect; and keep tracking the speaker.
M. "Heads up, sit straight--15 seconds to go," she said, trying to get her students' attention. "All scholars please raise your homework in THREE, TWO, ONE. We need to set a goal around homework completion. I only see about one third complete homework."
N.It's a long way from the city's charter school roots. In the 1990s, the city's first charter school, New Orleans Charter Middle School, was built on a progressive curriculum that used experiential projects and electives,
such as bicycle repair and African dance, to foster a love of learning. The school became the most highly rated nonselective school in the city before it was devastated during Hurricane Katrina. But while its founders went
on to create FirstLine, now one of the leading charter operators in New Orleans, the progressive roots of the charter movement have been swamped by the new realities of a competitive charter marketplace.
O.Now, driven by both government policy and charitable funding--which rewards schools for preparing students for college and penalizes those that don't--most charter high schools in New Orleans describe themselves as "college prep." This may seem an admirable goal. But in a school system where the number of eighth graders who passed the end-of-course tests required to get into high school has, according to the Cowen Institute, virtually stagnated at about 60 percent, the push toward college leaves behind many of the most disadvantaged kids, who already face enormous hurdles because of poverty, parental abandonment, and one of the highest rates of gun violence in the nation. For some of these students, college is not necessarily a realistic goal.
Teachers in charter schools are trained in strict and rigid ways since most of them are inexperienced.
48、 Instead of carrying on its tradition of being advanced, New Orleans Charter Middle School has to follow market rules to survive and compete with other schools.
49、 Students in New Orleans have got the best education opportunity they have ever had in recent years.
50、 Many charter high schools in New Orleans are to help students enter college, which is supported by government policy and attracts funds.
51、 Traditional public schools have been completely reformed in areas with worst reputation on education quality in 2005.
52、 Even schools like Sci Academy cannot keep teachers for long.
53、 Several years ago, there were only about 80 teachers with qualified certifications in New Orleans.
54、 Even Sci Academy, which enjoys a high reputation, fails to help a lot of students graduate.
55、 Various information on students can be tracked down in Sci Academy's computer systems to ensure the teaching quality.
56、 To solve the problem of American education, many people turn to the function of market as the key.
仔细阅读 Section C
Section C Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D ). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
57、Questions 57-66 are based on the following passage.
The idea of public works projects as a device to prevent or control depression was designed as means of creating job opportunities for unemployed workers and as a "pump priming" device to aid business to revive. It was conceived during the early year as of the New Deal Era (1933-1937). By 1933, the number of unemployed workers had reached about 13 million. This meant that about 50 million people--about one third of the nation--were without means of support. At first, direct relief in the form of cash or food was provided for these people. This made them recipients (接受者) of government charity. In order to remove this stigma (耻辱)and restore to the unemployed some measure of respectability and human dignity, a plan was devised to create governmentally sponsored work projects that private industry would not or could not provide. This would also stimulate production and revive business activity.
The best way to explain how this procedure is expected to work is to explain how it actually worked when it was first tried. The first experiment with it was the creation of the Works Project Administration (WPA).
This agency set up work projects in various fields in which there were many unemployed. For example,unemployed actors were organized into theater projects; orchestras were organized for unemployed musicians,teaching projects for unemployed teachers, and even writers' projects for unemployed writers. Unemployed laborers were put to building work or maintaining roads, parks, playgrounds, or public buildings. These were all temporary "work relief" projects rather than permanent work opportunities.
More substantial work projects of a permanent nature were organized by another agency, the Public Works Administration(PWA). This agency undertook the planning of construction of schools, houses, post offices, dams, and other public structures. It entered into contracts with private construction firms to erect them, or it loaned money to local or state governments which undertook their construction. This created many jobs in the factories producing the material as well as in the projects themselves, and greatly reduced the number of the unemployed.
Still another agency which provided work projects for the unemployed was the Civilian Conservation Corps
(CCC.. This agency provided job opportunities for youths aged 16 to 20 to work in national parks or forests clearing land, guarding against fires, building roads, or doing other conservation work. In the event of a future depression, the federal government might revive any or all of the above methods to relieve unemployment and stimulate business.
It was at the beginning of the New Deal Era that public works projects__________.
A.were ignored by most American socialists
B.proved its advantages over other plans
C.were given a serious consideration
D.were put into use immediately
58、 According to the passage, during the New Deal Era, the public works projects might __________.
A.make a great leap in guiding the economic development
B.help those unemployed to resume respect and dignity
C.urge private businesses to employ more workers
D.prevent government from lending money to the unemployed
59、 The Works Project Administration could __________.
A.relieve the burden of both the unemployed and the government
B.satisfy the need of people from various fields of the society
C.meet the need of most people who were once white-collars
D.not offer people jobs which would support them for a whole life
60、 Compared with WPA, the Public Works Administration __________.
A.got private businesses involved in the restoring of economy
B.encouraged the local governments to make concrete plans
C.offered jobs in all the aspects concerning construction
D.stimulated the economy by lending money to local governments
61、 The Civilian Conservation Corps mainly offered jobs __________.
A.to give more opportunities to various age groups
B.to foster the spirit of American youths
C.that are laborious to youngsters
D.under the name of relieving family burdens
62、Questions 62-71are based on the following passage.
We all know that the normal human daily cycle of activity is of some 7-8 hours sleep alternating with some16-17 hours wakefulness and that, broadly speaking, the sleep normally coincides with the hours of darkness. Our present concern is with how easily and to what extent this cycle can be modified.
The question is no mere academic one. The ease, for example, with which people can change from working in the day to working at night is a question of growing importance in industry where automation calls for round-the- clock working of machines. It normally takes from five days to one week for a person to adapt to a reversed routine of sleep and wakefulness, sleeping during the day and working at night. Unfortunately, it is often the case in industry that shifts are changed every week; a person may work from 12 midnight to 8 a.m. one week, 8 a.m to 4 p.m the next, and 4 p.m. to 12 midnight the third and so on. This means that no sooner has he got used to one routine than he has to change to another, so that much of his time is spent neither working nor sleeping very efficiently.
One answer would seem to be longer periods on each shift, a month, or even three months. Recent research by Bonjer of the Netherlands, however, has shown that people on such systems will revert to their normal habits of sleep and wakefulness during the weekend and that this is quite enough to destroy any adaptation to night work
built up during the week.
The only real solution appears to be to hand over the night shift to a number of permanent night workers. An interesting study of the domestic life and health of night-shift workers was carded out by Brown in 1957. She found a high incidence of disturbed sleep and other disorders among those on alternating day and night shifts, but no abnormal occurrence of these phenomena among those on permanent night work.
This latter system then appears to be the best long-term policy, but meanwhile something may be done to relieve the strains of alternate day and night work by selecting those people who can adapt most quickly to the changes of routine. One way of knowing when a person has adapted is by measuring his body temperature. People engaged in normal day-time work will have a high temperature during the hours of wakefulness and a low one at night; when they change to night work the pattern will only gradually go back to match the new routine and the speed with which it does so parallels, broadly speaking, the adaptation of the body as a whole, particularly in terms of performance. Therefore, by taking body temperature at intervals of two hours throughout the period of wakefulness it can be seen how quickly a person can adapt to a reversed routine, and this could be used as a basis for selection. So far, however, such a form of selection does not seem to have been applied in practice.
The study of sleep cycle can be of practical use to places where __________.
A.strict work shifts are required to cater for the need of automatic machines
B.working at night is normal for most employees
C.employees work according to different requirements of machines
D.employees have to adapt to irregular work patterns and organizations
63、 According to Bonier, after the training of a different sleep pattern during the weekdays, people __________.
A.resume their original sleep habits for night shifts before the training
B.tend to come back to their routine sleep patterns at weekends
C.suffer a lot when they come back home to sleep at weekends
D.enjoy the benefits of adjusting to various sleep patterns quickly
64、 Which of the following is Brown's finding?
A.People should choose a sleep pattern and work according to the pattern.
B.Regular changes between day shifts and the night ones do good to workers.
C.Permanent night workers suffer no disturbed sleep or other disorders.
D.Workers act abnormally when they work on night shift every day.
65、 What can be done in arranging day and night shifts in a factory?
A.Make a survey on employees' preference on different shifts.
B.Give a physical test and find those who are always energetic at nights.
C.Stick to the pattern for three months once the shifts are settled down.
D.Look for those who can adjust fast to the change of wakefulness and sleep.
66、 According to the passage, body temperature__________.
A.plays a vital role in selecting people for alternative day and night shifts
B.changes every two hours during the day and every three hours during the night
C.has been used for industries in selecting people for alternative shifts
D.changes after a person has finished the training for alternative shifts
汉译英
Part VI Translation (30 minutes) Directions: For this part, you are allowed 30 minutes to translate a passage from Chinese into English. You should write your answer on Answer Sheet 2.
67、饺子(jiaozi)，是一种以面为皮(dough skin)的充馅食物，在中国北方是比较传统的食物之一。中国北方人过春节，饺子是必不可少的。饺子相传是由中国古代著名的中医张仲景首先发明的，深受汉族人民的喜爱。饺子的历史很悠久，其发展经历了渐进的过程。由于春节标志着农历新年的开始，人们选择吃“饺子”来表达他们对新年的美好祝愿和对美好生活的向往。尽管时代变了，但是这一传统却保留了下来。饺子在中国人的饮食文化中占有重要的地位。
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