70. Which of the following words can replace ―be clueless about‖ in paragraph 2?
71. What can we learn about the California Green from the idea ―If I can’t see it, it’s not happening‖?
72. According to the passage, compared with cars using gas, electric cars are more _______.
73. We can get the conclusion from the passage that _______.
A. being green is good and should be encouraged in communication
B. electric cars are not clean in that we get electricity mainly by burning something C. zero-emissions vehicles should be chosen to protect our environment
D. electric cars are now the dominant vehicle compared with gasoline-powered cousins
(C)
For the most part, it seems, workers in rich countries have little to fear from globalization, and a lot to gain. But is the same thing true for workers in poor countries? The answer is that they are even more likely than their rich-country counterparts (地位相当的人) to benefit, because they have less to lose and more to gain.
Traditional economics takes an optimistic line on integration (整合) and the developing countries. Openness to foreign trade and investment should encourage capital to flow to poor economies. In the developing world, capital is scarce, so the returns on investment there should be higher than in the industrialized countries, where the best opportunities to make money by adding capital to labour have already been used up. If poor countries lower their barriers to trade and investment, the theory goes, rich foreigners will want to send over some of their capital.
If this inflow of resources arrives in the form of loans or portfolio investment (组合投资), it will top up domestic savings and loosen the financial restriction on additional investment by local companies. If it arrives in the form of new foreign-controlled operations, FDI, so much the better: this kind of capital brings technology and skills from abroad packaged along with it, with less financial risk as well. In either case, the addition to investment ought to push
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A. Be familiar with.
B. Be curious about. D. Fail to understand.
C. Show their interest in.
A. They do not know those clean cars are likely coal-burning cars. B. They do believe the coal is burned somewhere else so it looks clean. C. They tend to hold that electricity is a nice part of energy.
D. They tend to maintain that gasoline is a good way to run a vehicle.
A. environmentally-friendly C. harmful
B. expensive D. efficient
incomes up, partly by raising the demand for labour and partly by making labour more productive.
This is why workers in FDI-receiving countries should be in an even better position to profit from integration than workers in FDI-sending countries. Also, with or without inflows of foreign capital, the same gains from trade should apply in developing countries as in rich ones. This gains from trade logic often arouses suspicion, because the benefits seem to come from nowhere. Surely one side or the other must lose. Not so. The benefits that a rich country gets through trade do not come at the expense of its poor country trading partners, or vice versa. Recall that according to the theory, trade is a positive sum game. In all these trades, both sides—exporters and importers, borrowers and lenders, shareholders and workers can gain.
74. Why are workers in poor countries more likely to benefit from the process of globalization?
75. What can be the final result of the inflow of the resource?
76. What can we know from the last paragraph?
77. Which can be the most appropriate title for this passage?
Section C
Directions: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words.
A. Benefited or Hurt C. Helping the Poor
B. Who Benefits the Most D. The Inflow of Resources
A. Poor countries get the most profit during the process of trade. B. Rich countries get profit from trade at poor countries’ expense. C. Poor countries get more profit from trade than rich ones. D. All aspects involved in the trade can get benefit. A. It will top up domestic savings. B. It will loosen the financial restriction. C. It will push people’s incomes up.
D. It will bring technology and skills from abroad. A. They can get more chances to gain a good job. B. They can get more financial aid. C. They have nothing to lose.
D. They have less to lose and more to gain.
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By almost any measure, there is a boom in Internet-based instruction. In just a few years, 34 percent of American universities have begun offering some form of distance learning (DL), and among the larger schools, it’s close to 90 percent. If you doubt the popularity of the trend, you probably haven’t heard of the University of Phoenix. It grants degrees entirely on the basis of online instruction. It enrolls 90,000 students, a statistic used to support its claim to be the largest private university in the country.
While the kinds of instruction offered in these programs will differ, DL usually indicates a course in which the instructors post syllabi (课程大纲), reading assignment, and schedules on websites, and students send in their assignments by e-mail. Generally speaking, face-to-face communication with an instructor is minimized or eliminated altogether. The attraction for students might at first seem obvious. Primarily, there’s the convenience promised by courses on the Net: you can do the work, as they say, in your pajamas. But figures indicate that the reduced effort results in a reduced enthusiasm to the course. While dropout rate for all freshmen at American universities is around 20 percent, the rate for online students is 35 percent. Students themselves seem to understand the weaknesses internal in the setup. In a survey conducted for Cornell, the DL division of Cornell University, less than a third of the respondents expected the quality of the online course to be as good as the classroom course.
Clearly, from the schools’ perspective, there’s a lot of money to be saved. Although some of the more ambitious programs require new investments in servers and networks to support collaborative software, most DL courses can run on existing or minimally upgraded systems. The more students who enroll in a course but don’t come to campus, the more school saves on keeping the lights on in the classrooms, paying doorkeepers, and maintaining parking lots. And, while there’s evidence that instructors must work harder to run a DL course for a variety of reasons, they won’t be paid any more, and might well be paid less.
(Note: Answer the questions or complete the statements in NO MORE THAN 10 WORDS.)
78. The author mentioned the University of Phoenix to make us believe that _____________.
79. According to the second paragraph, if you apply for a DL course, you will have little chance to _______________.
80. What are the two negative effects the convenience of DL brings about?
81. Universities show great passion for DL programs for the purpose of _________________.
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第II卷 (共47分)
I. Translation
Directions: Translate the following sentences into English, using the words given in the brackets.
82. 千万别卷入那件事，否则你将自寻麻烦。(involve)
83. 寒冷的天气让大多数濒危动物很难在这里生存。(it)
84. 据我所知，提前预报地震仍是一个难以达到的目标。（ahead）
85. 直到高中毕业，大部分学生才开始意识到没有最好地利用在校的时间。（Not…）
86. 鼓励孩子们阅读的目的不在于读多少本书，而在于培养他们热爱读书。(lie)
II. Guided Writing
Directions: Write an English composition in 120 - 150 words according to the instructions given below in Chinese.
以下图表反映了若干年来电影观众量和电视观众量的变化情况。请简要解读图表内容并简要说明引起数量变化的原因 （请从方便性、经济性、选择性角度分析）。
Film goers10080604020020032003TV viewers200620092012
Number of people (in thousands)
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