I don’t ever want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated (controlled) by men. I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space, time and the nature of black holes.
At 19, when I began studying astrophysics (天体物理学), it did not bother me in the least to be the only woman in the classroom. But while earning my Ph.D. at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement—jobs, research papers, awards—was viewed through the lens of gender politics. So were my failures. Sometimes, when I was pushed into an argument on left brain versus right brain, or nature versus nurture (培育), I would instantly fight fiercely on my behalf and all womankind.
Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all provocations (挑衅): I don’t talk about that anymore. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. Why should curing sexism be yet another terrible burden on every female scientist? After all, I don’t study sociology or political theory.
Today I research and teach at Barnard, a women’s college in New York City. Recently, someone asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t take account of those concerns. Still, I don’t tell them “war” stories. Instead, I have given them this: the visual of their physics professor heavily pregnant (怀孕的) doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about.
59．From Paragraph 2, we can infer that people would attribute (把……归因于) the author’s failures to ________.
A. the very fact that she is a woman
B. her involvement in gender politics
C. her over-confidence as a female astrophysicist
D. the burden she bears in a male-dominated society
60．What did the author constantly fight against while doing her Ph.D. and post-doctoral research?
A. Lack of confidence in succeeding in space science.
B. Unfair accusations (accusing sb.) from both inside and outside her circle.
C. People’s fixed attitude toward female scientists.
D. Widespread wrong understanding about nature and nurture.
61．Why does the author feel great satisfaction when talking about her class?
A. Female students no longer have to bother about gender issues.
B. Her students’ performance has brought back her confidence.
C. Her female students can do just as well as male students.
D. More female students are pursuing science than before.
62．What does the image that the author presents to her students suggest?
A. Women students needn’t have the concerns of her generation.
B. Women have more difficulties on their way to academic success.
C. Women can balance a career in science and having a family.
D. Women now have fewer problems pursuing a science career.
Priscilla Ouchida’s “energy-efficient” house turned out to be a horrible dream. When she and her engineer husband married a few years ago, they built a $100,000 three-bedroom home in California. Tightly sealed to prevent air leaks, the house was equipped with small double-paned (双层玻璃的) windows and several other energy-saving features. Problems began as soon as the couple moved in, however. Priscilla’s eyes burned. Her throat was constantly dry. She suffered from headaches and could hardly sleep. It was as though she had suddenly developed a strange illness.
Experts finally traced the cause of her illness. The level of formaldehyde (甲醛) gas in her kitchen was twice the maximum allowed by federal standards for chemical workers. The source of the gas? Her new kitchen cabinets and wall-to-wall carpeting.
The Ouchidas are victims of indoor air pollution, which is net given sufficient attention partly because of the nation’s drive to save energy. The problem itself isn’t new. “The indoor environment was dirty long before energy conservation came along,” says Moschandreas a pollution scientist at Geomet Technologies in Maryland. “Energy conservation has tended to accentuate the situation in some cases.”
The problem appears to be more troublesome in newly constructed homes rather than old ones. Back in the days when energy was cheap, home builders didn’t worry much about unsealed cracks. Because of such leaks, the air in an average home was replaced by fresh outdoor air about once an hour. As a result, the pollutants produced in most households seldom build up to dangerous levels.
1. It can be learned from the passage that the Ouchidas’ house __________
A. is well worth the money spent on its construction
B. is almost faultless from the point of energy conservation
C. failed to meet energy conservation standards
D. was designed and constructed in a scientific way
2. What made the Ouchidas’ new house a horrible dream?
A. Lack of fresh air. B. Poor quality of building materials.
C. Gas leak in the kitchen. D. The newly painted walls.
3. The underlined word “accentuate” in the third paragraph most probably means ___________.
A. control B. worsen C. relieve D. improve
4. This passage is most probably taken from an article entitled “_________”.
A. Energy Conservation B. Houses Building Crisis
C. Air Pollution Indoors D. Traps in Building Construction
第三部分阅读理解 (共15小题；每小题2分，满分30分)
请认真阅读下列短文，从短文后各题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
Picking a Christmas tree takes most people a few minutes, a couple of hours if they head to the woods. Dave Murbach needs 11 months.
Almost every day of every year, Murbach’s thoughts turn to vision of a perfectly shaped evergreen tree that will take everyone’s breath away.
“The tree,” he says wearily. “Always the tree.”
Murbach is the man responsible for finding the towering tree that graces Manhattan’s Rockefeller Center each Christmas season.
“I’m always looking for a tree,” the center’s chief gardener says. “I look for it even when I go to the beach in the summer. It’s like a homework assignment hanging over your head.”
And if he gets it wrong, there’s nothing hiding it.
“Every day it’s up, 400,000 people go by, and 2.5 million people watch the lighting celebration on television,” he says.
This year’s tree, a 74-foot Norway spruce (云杉) from Richfield, Ohio, flown to New York on the world’s largest cargo plane, was lighted on December 2.
The arrival of the tree leads in the Christmas season in New York - a tradition dating to 1931, when the workers building Rockefeller Centre put up a small tree with decorations.
The search for the next year’s tree starts soon after the old tree is chopped up for wood chips and horse-jumping logs.
That’s not as simple as it sounds. Though forests are full of evergreens, few get enough sunlight or space to fill out. And branches in snowy regions often break under the weight, making flees uneven.
Back at the office, he sorts through hundreds of letters from people offering their trees, many addressed simply to “Mr. Christmas Tree Man.”
Despite the occasional anxiety attack and sleepless night, Murbach knows the together people you love. That’s what I hope it sets off.”
But Murbach says he’s always too worn out to celebrate Christmas.
“No card, no lights, nothing,” he says.
“No tree?”
“No tree.”
1. Murbach takes his job seriously because he most likely wants _____________.
A. everyone to be happy with his work
B. to make everyone surprised at his choice
C. everyone to know his care for their happiness
D. to attract people’s attention to his special ability
2. Which is the correct order of the events in the passage?
a. Murbach’s thoughts turn to a perfectly shaped tree.
b. 2.5 million people watch the Christmas tree.
c. The tree is flown to New York.
d. it was lighted on December 2.
e. The tree is chopped up.
f. Murbach searches for the tree.
A. a, b, c, d, e, f B. a, f, c, d, b, e C. c, d, e, b, a, f D. c, d, b, f, e, a
3. According to Murbach’s standard of trees, the best tree must _________.
A. be evergreen B. have no space between branches
C. be thick enough D. be equally balanced in shape
4. Which is tree about Murbach?
A. He is most devoted to his work. B. He is now quite tired of his work.
C. He has no loved family members. D. He never wants to celebrate Christmas.
第四部分任务型阅读 (共10小题；每小题1分, 满分10分)
请认真阅读下列短文, 并根据所读内容在文章后表格的空格处里填人最恰当的单词。注意：每个空格填1个单词。
Host family accommodation means that hosts treat the student as a full member of the household, eating together with the student and sharing the common living areas with him/her. No more than three adult students or four junior students will be accommodated in host family accommodation at one time.
Host family accommodation remains popular among international students. It is the most economical and beneficial accommodation for any student. It is also the best way to practice English and learn new cultures. As a result, it is often seen as the number-one choice for its advantages in language study, cultural communication and cost of living. Staying alongside host family enables students to get enough practice during the short time of their study so that their language acquisition is likely to become faster. Living in host families, students are able to spend a lot of time communicating with their "host parents", who are often very hospitable and friendly, and get to know the local way of life, people and culture. Most host families are always ready to help students out in any situation. Often the bonds that are made between international students and their host families endure many years, and are maintained through letters and e-mails. Another advantage is that host family accommodation can sometimes be the least expensive. It attracts students as it ensures them a family type of living at a low cost.
The advantages, however, have not prevented host families from worrying. On the one hand, some host families are losing their unique selling point. One problem is that the majority of hosts in big cities, now generally single and young, have less time available for international students, but the selling point for host family accommodation is communication practice. On the other hand, students' expectations have risen. They are becoming more demanding and asking for more than ever from their accommodation, as they come mainly from high socio-economic groups in their own countries.
To get out of the difficult situation, host families are now making efforts to improve the quality of service. They are trying to make living conditions better, including broadband Internet service, private bathroom, and access to plenty of hot water for long showers. They are also providing students with structured family activities.
It is believed that host family accommodation will keep the popularity vote with international students.
| Title: Host Family Accommodation |
||
| Definition |
Host family accommodation refers to a kind of accommodation in which the student is treated as a (71) ▲ member of the host family, eating together and sharing the living areas with the hosts. |
|
| (72) ▲ |
Language study |
Students learn the language faster because they (73) ▲ frequently enough. |
| Cultural communication |
It is more convenient for students to communicate and get to know the local (74) ▲ , people and culture. |
|
| Cost of (75) ▲ |
Sometimes it is the least expensive and enables students to live at a low cost. |
|
| Problems |
Loss of the selling point |
Hosts (76) ▲ enough time to communicate with students. |
| Rise in (77) ▲ |
Students are demanding more from their host families. |
|
| (78) ▲ taken |
Improvement of service quality |
Hosts are (79) ▲ living conditions. They are offering students structured (80) ▲ activities. |
| Conclusion |
Host family accommodation will keep the popularity vote with international students. |
Steve, a twelve-year-old boy with alcoholic parents, was about to be lost forever, by the U.S. education system. He had been failing since first grade. Steve was a big boy, looking more like a teenager than a twelve year old, yet, Steve went unnoticed... until Miss White.
Miss White was a smiling, young, beautiful redhead, and Steve was in love! For the first time in his young life, he couldn’t take his eyes off his teacher; yet, still he failed. He never did his homework, and he was always in trouble with Miss White. His heart would break he was punished for failing to turn in his homework! Still, he did not study. 
In the middle of the first term of school, the entire seventh grade was tested for basic skills. Steve hurried through his tests, and continued to dream of other things. His heart was in the woods, where he often escaped alone, trying to shut out the sights, sounds and smells of his alcoholic home.
One day, Miss White’s impatient voice broke into his daydreams.
“Steve!” he turned to look at her.
“Pay attention!”
Steve locked his eyes on Miss White with adolescent adoration, as she began to go over the test results for the seventh grade.
“You all did pretty well,” she told the class, “except for one boy, and it breaks my heart to tell you this, but...” She hesitated.
“...The smartest boy in the seventh grade is failing my class!”
She just stared at Steve, as the class turned around for a good look. Steve dropped his eyes and carefully examined his fingertips.
After that, it was war!! Steve still wouldn’t do his homework even as the punishments became more severe.
“Just try it! ONE WEEK!” He was unmoved.
You’re smart enough! You’ll see a change!” Nothing happened.
“Give yourself a chance! Don’ give up on your life!” Nothing.
“Steve! Please! I care about you!”
Wow! Suddenly, Steve got it!! Someone cared about him? Someone, totally perfect, CARED ABOUT HIM!
Steve went home from school, thoughtful, that afternoon. He, quickly, gathered up his camping things, this time including his schoolbooks. Determined, he headed for the woods.
The following Monday he arrived at school on time, and he waited for Miss White to enter the classroom. She walked in, all sparkle and smiles! God, she was beautiful! He expected her smile to turn on him. It did not.
Miss White, immediately, gave a quiz on the weekend homework. Steve hurried through the test, and was the first to hand in his paper. With a look of surprise, Miss White took his paper. Obviously puzzled, she began to look it over. Steve walked back to his desk, his heart beating within his chest. As he sat down, he couldn’t resist another look at the lovely woman.
Miss White’s face was in total shock! She glanced up at Steve, then down, then up. Suddenly, her face broke into a bright smile. The smartest boy in the seventh grade had just passed his first test!
From that moment nothing was the same for Steve. Life at home remained the same, but life still changed. He discovered that not only could he learn, but he was good at it! And he continued this course throughout his school life.
After high-school Steve entered the Navy, and he had a successful military career. During his Naval career, he inspired many young people, who without him, might not have believed in themselves.
You see, it’s simple, really. A change took place within the heart of one boy, all because of one teacher, who cared.
1. How did Miss White’s expression change when she got Steve’s paper?
A. satisfied —shocked —surprised —puzzled B. puzzled —surprised —shocked —satisfied
C. surprised —puzzled —shocked —satisfied D. surprised —shocked —satisfied —puzzled
2. Which of the following statements is NOT right according to the passage?
A. Steve fell in love with Miss White at the first sight of her.
B. Steve’s parents were so addicted to drinking that they paid little attention to Steve’s life.
C. Steve would rather stay in the woods to keep himself away from his home.
D. Having being punished many times, Steve determined to work hard and passed his first test.
3. Which of the following can serve as the best title for this passage?
A. The difference a teacher can make B. The school life of a stubborn boy
C. The importance of family education D. The skills of being a good teacher
I don’t ever want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field dominated by men. I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space-time and the nature of black holes.
At 19, when I began studying astrophysics, it did not bother me in the least to be the only woman in the classroom. But while earning my Ph.D. at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement—jobs, research papers, awards—was viewed through the lens of gender (性别) politics. So were my failures. Sometimes, when I was pushed into an argument on left brain versus (相对于) right brain, or nature versus nurture (培育), I would instantly fight fiercely on my behalf and all womankind.
Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all provocations(刺激): I don’t talk about that anymore. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. Why should curing sexism be yet another terrible burden on every female scientist? After all, I don’t study sociology or political theory.
Today I research and teach at Barnard, a women’s college in New York City. Recently, someone asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And I don’t dismiss those concerns. Still, I don’t tell them “war” stories. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about.
1. Why doesn’t the author want to talk about being a woman scientist again?
A. She feels unhappy working in male-dominated fields.
B. She is fed up with the issue of gender discrimination.
C. She is not good at telling stories of the kind.
D. She finds space research more important.
2. From Paragraph 2, we can infer that people would attribute the author’s failures to ________.
A. the very fact that she is a woman
B. her involvement in gender politics
C. her over-confidence as a female astrophysicist
D. the burden she bears in a male-dominated society
3. What did the author constantly fight against while doing her Ph.D. and post-doctoral research?
A. Lack of confidence in succeeding in space science.
B. Unfair accusations from both inside and outside her circle.
C. People’s stereotyped attitude toward female scientists.
D. Widespread misconceptions about nature and nurtured.
4. Why does the author feel great satisfaction when talking about her class?
A. Female students no longer have to bother about gender issues.
B. Her students’ performance has brought back her confidence.
C. Her female students can do just as well as male students.
D. More female students are pursuing science than before.
5. What does the image the author presents to her students suggest?
A. Women students needn’t have the concerns of her generation.
B. Women have more barriers on their way to academic success.
C. Women can balance a career in science and having a family.
D. Women now have fewer problems pursuing a science career.
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