The ability of a normal cell to become a cancer cell can occur via a variety of mechanisms. Which one of the following best describes such a mechanism？

d for measuring power. No longer will a nation's political influence be based solely on the strength of its military forces. Of course, military effectiveness will remain a primary measure of power. But political influence is also closely tied to industrial competitiveness. It's often said that without its military the Soviet Union would really be a third-world nation. The new standard of power and influence that is evolving now places more emphasis on the ability of a country to compete effectively in the economic markets of the world.

America must recognize this new course of events. Our success in shaping world events over the past 40 years has been the direct result of our ability to adapt technology and to take advantage of the capabilities of our people for the purpose of maintaining peace. Our industrial prowess(威力)over most of this period was unchallenged. It is ironic(有讽刺性的) that it is just this prowess that has enabled other countries to prosper and in turn to threaten our industrial leadership.

The competitiveness of America's industrial base is an issue bigger than the department of defense and is going to require the efforts of the major institutional forces in our society, government, industry, and education. That is not to say that the defense department will not be a strong force in the process. But we simply cannot be, nor should we be, looked upon by others as the savior(救星) of American industry.

Now a nation's political influence depends on______.

A．the strength of its military forces

B．its ability to compete in industry

C．economic markets

D．both A and B

回答题。

Nowadays,a standard for measuring power has changed．These changes foretell a new standardfor measuring power．No longer will a nation' s political influence be based solely on the strength ofits military forces．Of course, military effectiveness will remain a primary measure of power．But po-litical influence is also closely tied to industrial competitiveness．It' s often said that without its mili-tary the Soviet Union would really be a third-world nation．The new standard of power and influencethat is evolving now places more emphasis on the ability of a country to compete effectively in the e-conomic markets of the world．

America must recognize this new course of events．Our success in shaping world events over thepast 40 years has been the direct result of our ability to adapt technology and to take advantage of thecapabilities of our people for the purpose of maintaining peace．Our industrial prowess(威力) overmost of this period was unchallenged．It is ironic (有讽刺性的)that it is just this prowess that hasenabled other countries to prosper and in turn to threaten our industrial leadership．

The competitiveness of America' s industrial base is an issue bigger than the department of de-fense and is going to require the efforts of the major institutional forces in our society, govemment,industry, and education．That is not to say that the defense department will not be a strong force inthe process．But we simply cannot be, nor should we be, looked upon by others as the savior(救星)of American industry．

Now a nation‘s political influence depends on__________． 查看材料

A.the strength of its military forces

B.its ability to compete in industry

C.economic markets

D.both A and B

those of others, and to act appropriately using these emotions. Research suggests that a person’s emotional intelligence (EQ) might be a greater predictor of success than his or her intellectual intelligence(IQ), despite an assumption that people with high IQs will naturally accomplish more in life.

The Marshmallow Test is mentioned in Emotional Intelligence, by Goleman. How a child performs on this test at the age of 4 is a better predictor of his or her future success in life than his or her IQ.

What researchers do is leave the child alone in a room with a marshmallow, telling them they can either eat the marshmallow immediately, or, if they can wait till the researchers return, they can have 5 marshmallows.

What this is testing is ―impulse control and the ability to ―delay gratification . It’s an example of ―frustration tolerance . Much of what we want later on in life requires resisting the immediate impulse, and also being able to ―delay gratification , i.e., when in college, you might have preferred to be off surfing in Hawaii, but, since you valued what a college education would do for you, you stuck with it. And it meant giving up some things you might have preferred doing at the time.

Some of the children can’t resist, and take the marshmallow immediately. Others stick it out, and what do they do？ They count their fingers and toes... get up and look out the window... find a book in the room and read it... look up at the ceiling—they are very clever!

Somewhere they developed this skill... could it have been their parents？

My mom used to tell me ―When you’re angry, stop and count to ten. She was teaching me to stop and think before I spoke or took action. This is a tried-and-true way to emotional intelligence—stopping to think before you act or react.

(1) Which of the following is not included in EQ？

A、the ability to understand one’s own emotions

B、the ability to understand other people’s emotions

C、the ability to act properly using those emotions

D、the ability to wait till the researchers return

(2) The Marshmallow Test is to ().

A、test one’s IQ

B、test one’s EQ

C、test one’s patience

D、test one’s temper

(3) You stuck with a college education although you preferred to be off surfing in Hawaii. This example is to explain ().

A、both ―impulse control and the ability to ―delay gratification

B、―impulse control

C、the ability to ―delay gratification

D、neither ―impulse control nor the ability to ―delay gratification

(4) The example of the author and his mother shows ().

A、the author can resist temptations

B、the author is very clever

C、some children develop their EQ through their parents’teaching

D、when a person is angry, it is important to count from one to ten

(5) Which of the following is true？

A、If a person’s IQ is high, he will be successful.

B、If a person’s EQ is high, he will be successful.

C、A person with high IQ is more likely to be successful.

D、A person with high EQ is more likely to be successful.

Passage One

Testing has replaced teaching in most public schools. My own children's school week is focused on pretests, drills, tests, and retests. I believe that my daughter Erica, who gets excellent marks, has never read a chapter of any of her school textbooks all the way through. And teachers are often heard to state proudly and openly that they teach to the state test.

Teaching to the test is a curious phenomenon. Instead of deciding what skills students ought to learn, helping students learn them, and then using some sensible methods of assessment (评估) to discover whether students have mastered the skills, teachers are encouraged to reverse the process. First one looks at a test. Then one draws the skills needed not to master, say, reading, but to do well on the test. Finally, the test skills are taught.

The ability to read or write or calculate might imply the ability to do reasonably well on standard tests. However, neither reading nor writing develops simply through being taught to take tests. We must be careful to avoid mistaking preparation for a test of a skill with the acquisition of that skill. Too many discussions of basic skills make this fundamental confusion because people are test obsessed rather than concerned with the nature and quality of what is taught.

Recently many schools have faced with what could be called the crisis of comprehension or, in simple terms, the phenomenon of students with grammar skills still being unable to understand what they read. These students are good at test taking, but they have little or no experience reading or thinking, and talking about what they read. They are taught to be so concerned with grade that they have no time or ease of mind to think about meaning, and reread things if necessary.

What does the writer say about his daughter？

A．She teaches in a middle school.

B．She reads many good books.

C．She does well on tests.

D．She is proud of her way of learning.

open. They had neither the powerful teeth nor the strong claws of the big cats. They could not 【B1】______ with the bear, whose strength, speed and claws 【B2】______ an impressive 'smallfire' weaponry. They could not even defend themselves 【B3】______ running swiftly like the horses, zebras or small animals. If the ape-men had attempted to compete on those terms in the open, they would have been 【B4】______ to failure and extinction. But they were 【B5】______ with enormous concealed advantages of a kind not possessed by any of their competitors.

In the search 【B6】______ the pickings of the forest, the ape-men had 【B7】______ efficient stereoscopic vision and a sense of colour that the animals of the 'grasslands did not possess. The ability to see clearly at close range permitted the ape-men to study practical problems in a way that lay far 【B8】______ the reach of the original inhabitants of the grassland. Good long- distance sight was 【B9】______ another matter. Lack of long-distance vision had not been a problem for forest-dwelling apes and monkeys because the higher the viewpoint, the greater the range of sight so 【B10】______ they had had to do was climb a tree. Out in the open, however, this simple solution was not 【B11】______ . Climbing a hill would have helped, but in many places the ground was flat. The ape-men 【B12】______ the only possible solution. They reared up as high as possible on their hind limbs and began to walk upright.

This vital change of physical position brought about considerable disadvantages. It was extremely unstable and it meant that the already slow ape-men became slower still.【B13】______ , they persevered and their bone structure gradually became【B14】______ to the new, unstable position that【B15】______them the name Homo erectus, upright man.

【B1】

A．match

B．compare

C．rival

D．equal

vidual: ideology here is defined as the presence of roughly consistent attitudes, more or less organized in reference to a more encompassing set of general principles. As such, political ideology is dim or absent at the beginning of adolescence. Its acquisition by the adolescent, in even the most modest sense, requires the acquisition of relatively sophisticated cognitive skills; the ability to manage abstractness, to synthesize and generalize, to imagine the future. These are accompanied by a steady advance in the ability to understand principles.

The child's rapid acquisition of political knowledge also promotes the growth of political ideology during adolescence. By knowledge I mean more than the dull "facts" such as the composition of country government, that the child is exposed to in the conventional ninth-grade school course. Nor do I mean only information on current political realities. These are facts of knowledge, but they are less critical than the adolescent's absorption of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understanding, for example, what the state can "appropriately" demand of its citizens, and vice versa, or the "proper" relationship of government to subsidiary social institutions, such as the schools and churches. Thus, political knowledge is the awareness of social assumptions and relationships as well as of objective facts. Much of the naivete that characterizes the younger adolescent's grasp of politics stems not from an ignorance of "facts" but from an incomplete comprehension of the common conventions of the system, of which is and not customarily done, and of how and why it is or is not done.

Yet I do not want to over-emphasize the significance of increased political knowledge in forming adolescent ideology, Over the years I have become progressively disenchanted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition, has been misled about the tempo of political understanding in adolescence. Just as young children can count numbers in series without grasping the principle of ordination, young adolescents may have in their heads many random hits of political information without a secure understanding of those concepts that would give order and meaning to the information.

Children's minds pick up bits and pieces of data, but until the adolescent has grasped the encompassing function that concepts and principles provide, the data remain fragmented, random, disordered.

The author's primary purpose in the text is to ______.

A．clarify the kinds of understanding an adolescent must have in order to develop a political ideology

B．dispute the theory that a political ideology can be acquired during adolescence

C．explain why adolescents are generally uninterested in political arguments

D．suggest various means of encouraging adolescents to develop personal political ideologies

ecent polls (民意测验) sixty to seventy percent of Americans consider themselves to be moderately happy and one in twenty persons feels very unhappy. Psychologists have been studying the factors that contribute to happiness. It is not predictable nor is a person in an apparently ideal situation necessarily happy. The ideal situation may have little to do with his actual feelings. A good education and income are usually considered necessary for happiness. Though both may contribute, they are only chief factors if the person is seriously undereducated or actually suffering from lack of physical needs. The rich are not likely to be happier than the middle-income group or even those with very low incomes. People with college educations are somewhat happier than those who did not graduate from high school, and it is believed that this is mainly because they have more opportunity to control their lives. Yet people with a high income and a college education may be less happy than those with the same income and no college education. Poor health does not rule out happiness except for the severely disabled or those in pain. Learning to cope with a health problem can contribute to happiness. Those with a good sex life are happier in general, but those who have a loving, affectionate relationship are happier than those who rely on sex alone. Love has a higher correlation with happiness than any other factor. It should be noted that people quickly get used to what they have, and they are happiest when they feel they are increasing their level no matter where it stands at a given time. Children whose parents were happily married have happier childhoods are not necessarily happier adults. The best formula for happiness is to be able to develop the ability to tolerate frustration, to have a personal involvement and commitment, and to develop self-confidence and self-esteem. It can be inferred from the passage that______.

A.happiness is predictable

B.a person in an apparently ideal situation must be happy

C.the rich are likely to be happier than the middle-income group

D.happiness is not necessarily connected to one's situation in society

A.happy childhood

B.great wealth

C.a feeling that conditions are improving over what they were

D.a college degree

Goal of American Education

Education is an enormous and expensive part of American life. Its size is matched by its variety.

Differences in American schools compared with those found in the majority of other countries lie in the fact that education here has long been intended for everyone — not just for a privileged elite. Schools are expected to meet the needs of every child, regardless of ability, and also the needs of society itself. This means that public schools offer more than academic subjects. It surprises many people when they come here to find high schools offering such courses as typing, sewing, radio repair, computer programming or driver training, along with traditional academic subjects such as mathematics, history, and languages. Students choose their curricula depending on their interests, future goals, and level of ability. The underlying goal of American education is to develop every child to the utmost of his or her own possibilities, and to give each one a sense of civic and community consciousness.

Schools have traditionally played an important role in creating national unity and "Americanizing" the millions of immigrants who have poured into this country from many different backgrounds and origins. Schools still play a large role in the community, especially in the small towns.

The approach to teaching may seem unfamiliar to many, not only because it is informal, but also because there is not much emphasis on learning facts. Instead, Americans try to teach their children to think for themselves and to develop their own intellectual and creative abilities. Students spend much time, learning how to use resource materials, libraries, statistics and computers. Americans believe that if children are taught to reason well and to research well, they will be able to find whatever facts they need throughout the rest of their lives. Knowing how to solve problems is considered more important than the accumulation of facts.

This is America's answer to the searching question that thoughtful parents all over the world are asking themselves in the fast-moving time: "How can one prepare today's child for a tomorrow that one can neither predict nor understand？"

Which of the following best states the goal of American education？

A．To teach every learner some practical skills.

B．To provide every learner with rich knowledge.

C．To give every student the opportunity to fully develop his/her ability.

D．To train every student to be a responsible citizen.

In (1)_____ a job or advancing in one, the ability to read and comprehend (2)_____ can mean the difference between success and failure. Yet the unfortunate fact is that most of us are (3)_____ readers. Most of us develop poor reading (4)_____ at an early age, and never get over them. The main deficiency (5)_____ in the actual stuff of language itself—words. Taken individually, words have (6)_____ meaning until they are strung together into phrases, sentences and paragraphs. (7)_____, however, the untrained reader does not read groups of words. He laboriously reads one word at a time, often regressing to (8)_____ words or passages. Regression, the tendency to look back over (9)_____ you have just read, is a common bad habit in reading. Another habit which (10)_____ down the speed of reading is vocalization—sounding each word either orally or mentally as (11)_____ reads. To overcome these bad habits, some reading clinics use a device called an (12)_____, which moves a bar (or curtain) down the page at a predetermined speed. The bar is set at a slightly faster rate (13)_____ the reader finds comfortable, in order to “stretch” him. The accelerator forces the reader to read fast, (14)_____ word-by-word reading, regression and sub-vocalization, practically impossible. At first (15)_____ is sacrificed for speed. But when you learn to read ideas and concepts, you will not only read faster, (16)_____ your comprehension will improve. Many people have found (17)_____ reading skill drastically improved after some training. (18)_____ Charles Au, a business manager, for instance, his reading rate was a reasonably good 172 words a minute (19)_____ the training, now it is an excellent 1,378 words a minute. He is delighted that how he can (20)_____ a lot more reading material in a short period of time.

1. A) applying B) doing C) offering D) getting

2. A) quickly B) easily C) roughly D) decidedly

3. A) good B) curious C) poor D) urgent

4. A) training B) habits C) situations D) custom

5. A) lies B) combines C) touches D) involves

6. A) some B) a lot C) little D) dull

7. A) Fortunately B) In fact C) Logically D) Unfortunately

8. A) reuse B) reread C) rewrite D) recite

9. A) what B) which C) that D) if

10. A) scales B) cuts C) slows D) measures

11. A) some one B) one C) he D) reader

12. A) accelerator B) actor C) amplifier D) observer

13. A) then B) as C) beyond D) than

14. A) enabling B) leading C) making D) indicating

15. A) meaning B) comprehension C) gist D) regression

16. A) but B) nor C) or D) for

17. A) our B) your C) their D) such

18. A) Look at B) Take C) Make D) Consider

19. A) for B) in C) after D) before

20. A) master B) go over C) present D) get through