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【单选题】
Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.1（）
A．by
B．with
C．through
D．for
A.
Section Ⅰ Use of English Directions: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. Illiteracy may be considered more as an abstract concept than a condition. When a famous English writer used the (1) over two hundred years ago, he was actually (2) to people who could (3) read Greek or Latin. (4) ,it seems unlikely that university examiners had this sort of (5) in mind when they reported on "creeping illiteracy" in a report on their students’ final examination in 1988. (6) the years, university lecturers have been (7) of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8) their students’ ways of writing; and sloppy writing is all (9) often a reflection of sloppy thinking. Their (10) was that they had (11) to do teaching their own subject (12) teaching their undergraduates to write. Some lecturers believe that they have a (n) (13) to stress the importance of maintaining standards of dear thinking (14) the written word in a world dominated by (15) communications and images. They (16) on the connection between clear thinking and a form of writing that is not only clear, but also sensitive to (17) of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18) the teaching of English in schools, but this point of view has, not (19) , mused a great deal of (20) .
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【单选题】Less Is More It sounds all wrong-drilling holes in a piece of wood to make it more resistant to knocks. But it works because the energy from the blow gets distributed throughout the wood rather than ...
A.
A uniform substance doesn’t cope well with knocks because only a small proportion of the material is actually (8) . All the energy from the blow goes towards breaking the material in one or two places, but often the pieces left (9) are pristine (未经破坏的).
B.
But instead of the energy being concentrated in one place, the holes provide many weak spots that all absorb energy as they break, says Vincent. "You are controlling the places (10) the wood breaks, and it can then absorb more (11) , more safely. "
C.
The researchers believe the principle could be applied to any material- (12) example, to manufacture lighter and more protective packaging. It could (13) be used in car bumpers, crash barriers and arm our for military vehicles, says Ulrike Wegst, (14) the Max Plank Institute for Mental Research in Stuttgart. But she emphasizes that you (15) to design the substance with the direction of force in mind. "The direction of loading is crucial," she says.
【单选题】Less Is More It sounds all wrong-drilling holes in a piece of wood to make it more resistant to knocks. But it works because the energy from the blow gets distributed throughout the wood rather than ...
A.
A uniform substance doesn’t cope well with knocks because only a small proportion of the material is actually (8) . All the energy from the blow goes towards breaking the material in one or two places, but often the pieces left (9) are pristine (未经破坏的).
B.
But instead of the energy being concentrated in one place, the holes provide many weak spots that all absorb energy as they break, says Vincent. "You are controlling the places (10) the wood breaks, and it can then absorb more (11) , more safely. "
C.
The researchers believe the principle could be applied to any material- (12) example, to manufacture lighter and more protective packaging. It could (13) be used in car bumpers, crash barriers and arm our for military vehicles, says Ulrike Wegst, (14) the Max Plank Institute for Mental Research in Stuttgart. But she emphasizes that you (15) to design the substance with the direction of force in mind. "The direction of loading is crucial," she says.
【单选题】Sending E-mails to Professors One student skipped class and then sent the professor an e-mail (1) for copies of her teaching notes. Sending E-mails to ProfessorsA. on B. against C. in D. about
A.
Another (2) that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.At colleges and universities in the US, e-mail has made professors more approachable (平易近人). But many say it has made them too accessible, (3) boundaries that traditionally kept students at a healthy distance.
B.
These days, professors say, students seem to view them as available (4) the clock, sending a steady stream of informal e-mails.
C.
"The tone that they take in e-mails is pretty astounding (令人吃惊的) ," said Michael Kessler, an assistant dean at Georgetown University. "They’ll (5) you to help: ’I need to know this. ’"
D.
"There’s a fine (6) between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an (7) who is in charge. "
E.
Christopher Dede, a professor at the Harvard Graduate School of Education, said (8) show that students no longer defer to (听众) their professors, perhaps because they realize that professors’ (9) could rapidly become outdated.
F.
"The deference was driven by the (10) that professors were all-knowing sources of deep knowledge," Dede said, and that notion has (11) .
G.
For junior faculty members, e-mails bring new tension into their work, some say, as they struggle with how to (12) . Their job prospects, they realize, may rest in part on student evaluations of their accessibility.
H.
College students say e-mail makes (13) easier to ask questions and helps them learn.
I.
But they seem unaware that what they write in e-mails could have negative effects (14) them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut.
J.
She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond.
.
"Such e-mails can have consequences," she said. "Students don’t understand that (15) they say in e-mail can make them seem unprofessional, and could result in a bad recommendation. \
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【单选题】Less Is More It sounds all wrong-drilling holes in a piece of wood to make it more resistant to knocks. But it works because the energy from the blow gets distributed throughout the wood rather than ...
A.
A uniform substance doesn’t cope well with knocks because only a small proportion of the material is actually (8) . All the energy from the blow goes towards breaking the material in one or two places, but often the pieces left (9) are pristine (未经破坏的).
B.
But instead of the energy being concentrated in one place, the holes provide many weak spots that all absorb energy as they break, says Vincent. "You are controlling the places (10) the wood breaks, and it can then absorb more (11) , more safely. "
C.
The researchers believe the principle could be applied to any material- (12) example, to manufacture lighter and more protective packaging. It could (13) be used in car bumpers, crash barriers and arm our for military vehicles, says Ulrike Wegst, (14) the Max Plank Institute for Mental Research in Stuttgart. But she emphasizes that you (15) to design the substance with the direction of force in mind. "The direction of loading is crucial," she says.
【单选题】Less Is More It sounds all wrong-drilling holes in a piece of wood to make it more resistant to knocks. But it works because the energy from the blow gets distributed throughout the wood rather than ...
A.
A uniform substance doesn’t cope well with knocks because only a small proportion of the material is actually (8) . All the energy from the blow goes towards breaking the material in one or two places, but often the pieces left (9) are pristine (未经破坏的).
B.
But instead of the energy being concentrated in one place, the holes provide many weak spots that all absorb energy as they break, says Vincent. "You are controlling the places (10) the wood breaks, and it can then absorb more (11) , more safely. "
C.
The researchers believe the principle could be applied to any material- (12) example, to manufacture lighter and more protective packaging. It could (13) be used in car bumpers, crash barriers and arm our for military vehicles, says Ulrike Wegst, (14) the Max Plank Institute for Mental Research in Stuttgart. But she emphasizes that you (15) to design the substance with the direction of force in mind. "The direction of loading is crucial," she says.
【单选题】Sending E-mails to Professors One student skipped class and then sent the professor an e-mail (1) for copies of her teaching notes. Sending E-mails to ProfessorsA. on B. against C. in D. about
A.
Another (2) that she was late for a Monday class because she was recovering from drinking too much at a wild weekend party.At colleges and universities in the US, e-mail has made professors more approachable (平易近人). But many say it has made them too accessible, (3) boundaries that traditionally kept students at a healthy distance.
B.
These days, professors say, students seem to view them as available (4) the clock, sending a steady stream of informal e-mails.
C.
"The tone that they take in e-mails is pretty astounding (令人吃惊的) ," said Michael Kessler, an assistant dean at Georgetown University. "They’ll (5) you to help: ’I need to know this. ’"
D.
"There’s a fine (6) between meeting their needs and at the same time maintaining a level of legitimacy (正统性) as an (7) who is in charge. "
E.
Christopher Dede, a professor at the Harvard Graduate School of Education, said (8) show that students no longer defer to (听众) their professors, perhaps because they realize that professors’ (9) could rapidly become outdated.
F.
"The deference was driven by the (10) that professors were all-knowing sources of deep knowledge," Dede said, and that notion has (11) .
G.
For junior faculty members, e-mails bring new tension into their work, some say, as they struggle with how to (12) . Their job prospects, they realize, may rest in part on student evaluations of their accessibility.
H.
College students say e-mail makes (13) easier to ask questions and helps them learn.
I.
But they seem unaware that what they write in e-mails could have negative effects (14) them, said Alexandra Lahav, an associate professor of Law at the University of Connecticut.
J.
She recalled an e-mail message from a student saying that he planned to miss class so he could play with his son. Professor Lahav did not respond.
.
"Such e-mails can have consequences," she said. "Students don’t understand that (15) they say in e-mail can make them seem unprofessional, and could result in a bad recommendation. \
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