We want broader ______ to include some extraneous risks． （coverable, coverage)

ar idea of what they are going to do afterwards. If one considers the enormous variety of courses【C1】______ , it is not hard to see how difficult it is for a student to select the course most suited to his【C2】______ and abilities. If a student goes to university to acquire a broader【C3】______ of life, to enlarge his ideas and to learn to think for himself, he will【C4】______ benefit. Schools often have too restricting an atmosphere, with its time tables and【C5】______ , to allow him much time for independent【C6】______ of the work he is asked to do. Most students would, I believe,【C7】 ______ by a year of such exploration of different academic studies, especially those "all rounders" with no【C8】______ interest. They should have longer time to decide in what subject they want to take their degrees, so【C9】______ in later life, they do not look 【C11】______ and say, "I should like to have been an archaeologist.【C10】______ I hadn't taken a degree in Modern Languages, I shouldn't have ended up as a(n)【C12】______ , but it's too late now. I couldn't go back and begin all over again."

There is, of course, another side to the question of how to make the best【C13】______ of one's time at university. This is the case of the student who excels in a particular branch of learning. He is immediately【C14】______ by the University of his choice, and spends his three or four years becoming a specialist, emerging with a first-class Honour Degree and very【C15】______ knowledge of what the rest of the world is all about. it【C16】______ becomes more and more important that. If students are not to waste their【C17】______ , there will have to be much more【C18】______ information about courses and more advice. Only in this way can we be sure that we are not to have, on the one hand. a hand of specialists【C19】______ of anything outside of their own subject, and on the other hand, an ever increasing number of graduates 【C20】______ in subjects for which there is little or no demand in the working world.

【C1】

A．overtook

B．occupied

C．offered

D．organized

Which one may be the reason why we need organizational culture？ (More than one correct answer.)

A.“In large part, culture is a product of compensation.”

B.“Organizational culture is the sum of values and rituals which serve as ‘glue’ to integrate the members of the organization.”

C.Organizational culture is shaped by and overlaps with other cultures — especially the broader culture of the societies in which it operates.

D.The culture of the organization should always be learning and developing.

The percentage of immigrants (including those unlawfully present) in the United States has been creeping upward for years. At 12.6 percent, it is now higher than at any point since the mid-1920s.

We are not about to go back to the days when Congress openly worried about inferior races polluting America's bloodstream. But once again we are wondering whether we have too many of the wrong sort of newcomers. Their loudest critics argue that the new wave of immigrants cannot, and indeed do not want to, fit in as previous generations did.

We now know that these racist views were wrong. In time, Italians, Romanians and members of other so-called inferior races became exemplary Americans and contributed greatly, in ways too numerous to detail, to the building of this magnificent nation. There is no reason why these new immigrants should not have the same success.

Although children of Mexican immigrants do better, in terms of educational and professional attainment, than their parents, UCLA sociologist Edward Telles has found that the gains don't continue. Indeed, the fourth generation is marginally worse off than the third. James Jackson, of the University of Michigan, has found a similar trend among black Caribbean immigrants. Telles fears that Mexican-Americans may be fated to follow in the footsteps of American blacks--that large parts of the community may become mired (陷入) in a seemingly permanent state of poverty and underachievement. Like African- Americans, Mexican-Americans are increasingly relegated to (降入) segregated, substandard schools, and their dropout rate is the highest for any ethnic group in the country.

We have learned much about the foolish idea of excluding people on the presumption of ethnic/racial inferiority. But what we have not yet learned is how to make the process of Americanization work for all. I am not talking about requiring people to learn English or to adopt American ways; those things happen pretty much on their own. But as arguments about immigration heat up the campaign trail, we also ought to ask some broader questions about assimilation, about how to ensure that people, once outsiders, don't forever remain marginalized within these shores.

That is a much larger question than what should happen with undocumented workers, or how best to secure the border, and it is one that affects not only newcomers but groups that have been here for generations. It will have more impact on our future than where we decide to set the admissions bar for the latest wave of would-be Americans. And it would be nice if we finally got the answer right.

How were immigrants viewed by U.S. Congress in early days？

A．They were of inferior races.

B．They were a source of political corruption.

C．They were a threat to the nation's security.

D．They were part of the nation's bloodstream.

Section III Reading Comprehension

(60 minutes)

Part A

Directions :

Read the following four texts. Answer the questions below each text by choosing A, B, C or D.Mark your answers on, ANSWER SHEET1.

Text 1

Competition for admission to the country's top private schools has always been tough, but this year Elisabeth realized it had reached a new level. Her wake-up call came when a man called the Dalton School in Manhattan, where Elisabeth is admissions director, and inquired about the age cutoff for their kindergarten program. After providing the information, she asked about the age of his child. The man paused for an uncomfortably long time before answering. "Well, we don't have a child yet. We're trying to figure out when to conceive a child so the birthday is not a problem. "

Worries are spreading from Manhattan to the rest of the country. Precise current data on private schools are unavailable, but interviews with representatives of independent schools all told the same story: an oversupply of applicants, higher rejection rates. "We have people calling us for spots two years down the road," said Marilyn of the Seven Hills School in Cincinnati. " We have grandparents calling for pregnant daughters. " Public opinion polls indicate that Americans' No. 1 concern is edu-cation .Now that the long economic boom has given parents more disposable income, many are tuming to private schools, even at price tags of well over $ 10,000 a year. "We're getting appli-cants from a broader area geographically than we ever have in the past," said Betsy of the Latin School of Chicago, which experienced a 20 percent increase in applications this year.

The problem for the applicants is that while demand has increased, supply has not. "Every Year ,there are a few children who do not find places, but this year, for the first time that I know of , there are a significant number without places ,"said Elisabeth.

So what can parents do to give their 4-year-old an edge？ Schools know there is no easy way to pick a class when children are so young. Many schools give preference to children of their gradu- ates. Some make the choice by drawing lots. But most rely on a mix of subjective and objective measures: tests that at best identify developmental maturity and cognitive potential, interviews with parents and observation of applicants in classroom settings. They also want a diverse mix. Children may end up on a waiting list simply because their birthdays fall at the wrong time of year, or be- cause too many applicants were boys.

The worst thing a patent can do is to pressure preschoolers to perform-for example, by push-ing them to read or do math exercises before they're ready. Instead, the experts say, parents should take a breath and look for alternatives. Another year in preschool may be all that's needed.

41. From this text we learn that it is

[A] harder to make a choice between public and private schools.

[B] harder to go to private schools this year than before.

[C] more difficult to go to public schools than to private schools.

[D] as difficult to go to private schools this year as before.

A.A.envisaged

B.B.exceeded

C.C.enriched

D.D.excelled

Because Uncle Tom is ill, we don’t want to let him in on the news right now. (英译汉)

A.envisaged

B.excelled

C.exceeded

D.enriched

—We want to sit at the table near the window．

—I'm sorry, but it ______ (take)already．

Be sure to finish the work on time, but please remember, that we want()high speed() quapty.

A. both, and

B. either, or

C. neither, not

D. not, but also