After the lecture yesterday, they（realize）（）how impor tant company culture was.

W: Would you like to come to Susan's birthday party tomorrow evening？

M: I'm going to give a lecture tomorrow. I wish I could be in two places at the same time.

Q: What does the man mean？

A.Susan has been invited to give a lecture tomorrow.

B.He will go to the birthday party after the lecture.

C.The woman should have informed him earlier.

D.He will be unable to attend the birthday party.

A.Susan has been invited to give a lecture tomorrow.

B.He will go to the birthday party after the lecture.

C.The woman should have informed him earlier.

D.He will be unable to attend the birthday party.

W: Would you like to come to Susan's birthday party tomorrow evening？

M: I'm going to give a lecture tomorrow. I wish I could be in two places at the same time.

Q: What does the man mean？

A.Susan has been invited to give a lecture tomorrow.

B.He will go to the birthday party after the lecture.

C.The woman should have informed him earlier.

D.He will be unable to attend the birthday party.

A．He’s giving a lecture

B．He’s attending a meeting．

C．He’s speaking on another phone

D．He’s away on a business trip．

e.Our reactions help to determine whether our child will repeat his behavior. or whether he will do something different.This statement is a very important part of a principle of behavioral psychology.

The principle states that a behavior. is influenced or affected by how the environment ---- people, places and things ---- immediately responds to the behavior.Perhaps without realizing it, you have used this principle many times.

On the occasion when you told your child what a good boy he was after he cleaned up his room, you used the principle.When you sent your child to his room for fighting with his brother, you used the principle.When I gave Kim a cookie after she started to cry, I used the principle.In each of these examples, a particular behavior. occurred first ---- cleaning up a room, fighting, and crying.

In addition, there was a reaction to each behavior. ---- the child was praised, sent to his room, or given a cookie.By these actions, we have influenced the previous behaviors and have helped to determine whether those behaviors will occur again in the future.

1、The lecture is mainly about Children's behavior. and our response.()

2、The lecture is based on the principle in behavioral psychology.()

3、The audience at this lecture might be social workers.()

4、According to the lecture, the child was sent to his room as a kind of reward.()

5、People, places and things are elements of "environment" meant by the lecturer.()

Obviously, nuclear power can never be the only (solve) ________ to energy crisis.

27. It was in his childhood that he read most of the books (write) ________ by Mark Twain.

28. Nobody at the meeting would (belief) ________ that the new proposal could be carried out smoothly.

29.If the rent is as much as $750 a month, water, gas and electricity should (include) ________.

30. The lecture was so (bore)________ that many classroom fell asleep.

31. Mr. Smith considered (sell) ________ his car and his house before moving to Beijing.

32. My mother (enjoy) ________ a better health since we came to live in this beautiful seaside city.

33. The government is trying to find a way to deal with the problem of pollution (effective) ________.

34. The young man did not have enough money; otherwise he (buy) ________ a more expensive watch.

35. With the help of the police, the woman finally found her (lose) ________ child after a sleepless night.

time.In return, I heard, "Why don' t you get a job？ Not to make me happy, but so that you h ve you own money and gain a bit more responsibility.So last year I a Job working about 25 hours a week.For 35 an hour, working as a salesman in a photo studio.

After I got this job, I had to do football, homework and job (1)It was really hard for me.I was burning out, falling asleep at school and failing in many courses.My teachers were made(2)me and ye led at me: why have a job？ I missed a lot of practice in football team and could only (3)back down at the match.My coach was cold at me with an unmasked question: why have a job？ I told them it was for the things I need, when actually it was for the things I wanted.Needing and wanting are different.Needing something is like your only shoes have holes in them.But wanting is to have every new brand sneaker just because you like it.I start to think about if I did a wrong thing.Slowly, I learnt to (4) wise decision (5)about what I need and what I want.(完型填空)

A.On

B.Manage

C.Sit

D.At

E.At the same time

rious risk of major failure or breakdown" and "unfit for purpose", a secret database obtained after a legal battle by the Guardian reveals.

Some of the most popular, high-ranking institutions, such as the London School of Economics, had 41% of their lecture theatres and classrooms deemed unsuitable for current use, while Imperial College London had 12% of its non-residential buildings branded "inoperable". At City University, 41% of the student apartments were judged unfit for purpose.

Universities argue they have spent hundreds of millions in freshening them up since the judgments were made two years ago and use some of the buildings for storage purposes only.

The government agency that holds the information, the Higher Education Funding Council for England (Hefce), was forced to reveal it after an information tribunal(资讯法庭) ruled in the Guardian's favour, agreeing that it was in the public's interest for the data to be made public.

Hefce is thought to have spent up to ￡50,000 trying to conceal the data from the Guardian, which requested it two and a half years ago. The newspaper's lawyer, Aidan Eardley, said the case would make it harder for government agencies to withhold information in future.

The database, which aims to help universities compare the condition of their estate with their competitors, shows more than 90% of higher education institutions had at least 10% of their buildings judged below the "sound and operationally safe" category. One in 10 institutions had at least 10% of their estate judged inoperable and at serious risk of major breakdown.

Universities employ surveyors to judge the condition of their estate according to four categories: as new; sound and operationally safe; operational but in need of major repair and inoperable; posing a serious risk of major failure and breakdown. The surveyors also record whether buildings are suitable for student living, teaching and learning under four more categories, from "excellent" to "unsuitable for current use".

Property consultants who advise universities said that, at its most extreme, buildings deemed inoperable could break fire regulations, have leaks and rot.

In the "legal battle", it was ruled by court that ______.

A．many universities had buildings at serious risk

B．the risk of university buildings should be revealed

C．the Guardian mustn't interfere in university administration

D．universities should improve the quality of their buildings

Getting the Best Value for Time

Are you satisfied with what you achieve in the hours spent studying, or do you wonder where all the time has gone, without much to show for it？ How hard are you really working？ Here are some hints to help you make the most of your study time.

Ⅰ. EFFECTIVE LEARNING

1. Review lecture notes as soon after a lecture as possible. Half an hour spent while the lecture is still fresh in your mind will do more to help you to develop an understanding of what you have heard and remember it than twice the time later on. It can be helpful to go over new work with other students to check that you have grasped all the points.

2. If you have been given an essay or assignment to do, note accurately what is required and start it when your memory of it is clear.

3. Revise and review regularly. Set regular weekly times to review the work in each course. This revision should be cumulative -- adding a bit to the total at a time, covering briefly all the work done so far in the term. This way you will consolidate the groundwork and avoid panic before exams.

4. When you revise, space out the time devoted to any one topic. You will learn more in six one hour periods spread over one week than in one six hour period.

5. Limit your blocks of study to 2 hours on any one topic or type of work. After 1/2 to 2 hours of intensive study you begin to tire and concentration weakens. Take a break at some "achievement point"(end of a chapter, solving a problem, etc. )and then changing to another part of the course or another type of work(e. g. ,from reading to writing)will provide the change necessary to keep up your efficiency.

6. Find out the best times for working for yourself. Some times may be better than others for different types of work and also for your own biological clock: if you tend to feel sleepy in the afternoon, this may not be the best time to try to read history or work out math problems. You may think that working in to the early hours suits you, but does it fit in with an early class next morning？ You are likely to feel tired next day and so gain nothing!

Ⅱ. PRACTICAL STEPS

1. Plan a program of balanced activities. University life has many aspects which are important for getting fie benefit from your time here. Some activities have fixed time requirements(e. g. , classes, meetings, sport), others are more flexible(e. g. , recreation, relaxation, study time, personal matters, eating, sleeping).

2. Plan how you will use your study time. Knowing what you are going to do and when saves a lot of time spent on making decisions, false starts, retracing your steps to get the books you need, etc. Commit yourself to studying a particular assignment at a particular time.

3. Study at a regular time and in a regular place. You will learn to associate that time and place with working. This is after all what the world' s workers have to do.

4. Trade time and don' t steal it. When something unexpected happens and takes up time you had planned for study, decide immediately how you can make up the study missed.

5. Give yourself rewards for work completed on time(e. g., 2 hours solid work = 1 cup of tea or coffee; essay completed = 1 hour' s TV ). After a strenuous evening finishing an essay or a set of problems, allow yourself "unwinding time" before bed.

Ⅲ. PLANNING TIME

Working out a time-table will not turn you into a perfectly efficient person, but having a plan and sticking to it for a few weeks can help you to form. better study habits and actually to save time, so that in the end you have more free time than before. Here is a way to plan your time which is flexible and practical.

1. Make out a master time-table for the term, marking your fixed commitments only: class

A．Y

B．N

C．NG