Not only did the students ask for changes in the list of required subjects，but they also demanded the right to choose their courses according to their own taste and future needs．No more fixed programs,no guidance from educators and professors．All they wanted was to get their degree as fast as possible and go to work．
Although the educators didn’t all agree；a majority recognized that time had indeed changed and that education should perhaps adapt itself to the realities of modern society．Colleges and universities revised their programs to include a large number of specialized courses in business，nursing，engineering，and other professional fields．In the 1960s they also added courses requested by the students because they considered them“relevant(相关的)”(Women Studies，Revolution，or Black History)or useful(glass blowing，infant care，slow running，or family life)．The students were granted the right to choose their courses as they wished．Many traditional subjects had to be dropped，including history and foreign languages；the liberal education courses that were still useful were often neglected(忽视)by the students，who didn’t feel like working hard to learn something that was not required for graduation．
Whether the revised programs have helped college graduates to find employment quickly is not clear．But after fifteen or twenty years of experimentation，they have raised a lot of criticism．Some of it comes from the graduates themselves,who discover that their practical knowledge is neither deep nor flexible(灵活的)．As soon as they progress to higher positions，they find that they need management training and more study in their own field．Besides，they feel disabled by their lack of general knowledge,for example，by their ignorance of the language and culture of the foreigners with whom they are doing business. Most of all they suffer from their inability to use English，their own language，easily and properly.The students also demanded ，besides a change of program.
| A．the right to choose their university |
| B．the right to choose their professors |
| C．the right to choose their degree |
| D．the right to choose their courses |
What was the reaction of the colleges towards the students’demand?
| A．All the educators agreed with them. |
| B．None of the educators agreed with them. |
| C．A few educators agreed with them. |
| D．A few educators disagreed with them. |
Who is it that criticized the new system of education?
| A．Graduates | B．Parents | C．Employers | D．Educators |
In the opinion of the critics，the main problems are .
| A．the general knowledge is too much |
| B．the practical knowledge is impractical |
| C．they learned too much useless knowledge |
| D．they are not able to use their knowledge effectively |
You’re rushing to work and a man ahead of you collapses on the sidewalk. Do you stop to help? In a study of by-standers, it was found that some people avert their gaze and keep on walking rather than stop and get involved.
“There is a tendency to decide that no action is needed.” says a psychologist. “The first thoughts that pop into your mind often keep you from offering help. In order to take action, you have to work against them.” Here are some common thoughts that might prevent you from helping.
● Why should I be the one? I’m probably not the most competent person in this crowd. You might think someone older or with more medical knowledge should offer assistance.
● What if he doesn’t really need my help? The fear of embarrassment is powerful; no one wants to risk looking foolish in front of others.
● No one else looks concerned- this must not be a problem. We can follow the people around us, but most people tend to hold back their emotions in public.
“If you spot trouble and find yourself explaining inaction, force yourself to stop and evaluate the situation instead of walking on,” says the psychologist. “Then retry to involve other people; you don’t have to take on the entire responsibility of being helpful. Sometimes it’s just a matter of turning to the person next to you and saying, ‘It looks like we should do something.’ Or asking someone if an ambulance has been called and, if not, to call for one. Once you take action, most people will follow you.”Which is NOT the common thought that stops you from helping others?
| A．I’m not the very person capable of setting the problenu. |
| B．It looks like we should do something. |
| C．It must not be a problem as no one else is concerned. |
| D．He doesn’t really need my help. |
According to a study of by-standers, what will some people do when a man ahead falls down on the sidewalk?
| A．They will call for help and then walk away. |
| B．They will stop and offer help. |
| C．They will turn away their eyes and go on walking. |
| D．They will laugh at him. |
We learn from the last paragraph that if we spot ttouble, ．
| A．we sbould call the ambulance as soon as we can. |
| B．we should take on the whole responsibility and do something alone. |
| C．we should stop and evaluate the situation and try to make other people follow. |
| D．we should turn to other people and ask them to take on the responsibility |
In order to offer others your timely help, you need to ．
| A．ask others for help and call the police |
| B．get along well with the passers-by who spot the trouble |
| C．go directly to the police station |
| D．work against the rirst thoughts that prevent you offering help |
The main purpose of the text is to tell readers ．
| A．to give others a hand | B．to be more competent |
| C．not to risk looking foolish | D．to stop and evaluate the situation |
Sport is not only physically challenging，but it can also be mentally challenging. Criticism from coaches，parents，and other teammates，as well as pressure to win can create an excessive amount of anxiety or stress for young athletes. Stress can be physical，emotional，or psychological，and research has indicated that it can lead to burnout. Burnout has been described as dropping or quitting of an activity that was at one time enjoyable.
The early years of development are critical years for learning about oneself. The sport setting is one where valuable experiences can take place. Young athletes can，for example，learn how to cooperate with others，make friends，and gain other social skills that will be used throughout their lives. Coaches and parents should be aware，at all times，that their feedback to youngsters can greatly affect their children. Youngsters may take their parents’ and coaches’ criticisms to heart and find flaws（缺陷）in themselves.
Coaches and parents should also be cautious that youth sport participation does not become work for children. The outcome of the game should not be more important than the process of learning the sport and other life lessons. In today’s youth sport setting，young athletes may be worrying more about who will win instead of enjoying themselves and the sport. Following a game, many parents and coaches focus on the outcome and find fault with youngsters’ performances. Positive reinforcement（正面强化）should be provided regardless of the outcome. Research indicates that positive reinforcement motivates and has a greater effect on learning than criticism. Again，criticism can create high levels of stress, which can lead to burnout.
72．An effective way to prevent the burnout of young athletes is ____________.
A．to make sports less competitive
B．to make sports more challenging
C．to reduce their mental stress
D．to increase their sense of success
73．According to the passage sport is positive for young people in that____________.
A．it can help them learn more about society
B．it teaches them how to set realistic goals for themselves
C．it enables them to find flaws in themselves
D．it can provide them with valuable experience
74．Many coaches and parents are in the habit of criticizing young athletes ________.
A．without realizing criticism may destroy their self-confidence
B．in order to make them remember life lessons
C．believing that criticism is beneficial for their early development
D．so as to put more pressure on them
75．The author’s purpose in writing the passage is ____________.
A．to persuade athletes not to worry about criticism
B．to emphasize the importance of positive reinforcement to young athletes
C．to discuss the skill of combining criticism with encouragement
D．to teach young athletes how to avoid burnout
The largest earthquake （magnitude 里氏 9．5） of the 20th century happened on May 22,1960 off the coast of South Central Chile
．
It generated（生成） one of the most destructive Pacific-wide tsunamis（海啸）．Near the generating area, both the earthquake and the tsunami were very much destructive, particularly in the coastal area from Concepcion to the south end of Isia Chiloe．The largest tsunami damage occurred at Isia Chiloe—the coastal area closest to the epicenter（震中）．Huge tsunami waves measuring as high as 25 meters arrived within 10 to 15 minutes after the earthquake, killing at least two hundred people, sinking all the boats, and flooding half a kilometer inland．
There was large damage and loss of life at Concepcion, Chile's top industrial city．Near the city of Valdivia, the earthquake and following aftershocks generated landslides which killed 18 people．At me port city of Valparaiso, a city of 200,000, many buildings collapsed．A total of 130,000 houses were destroyed —one in every three in the earthquake zone and nearly 2,000,000 people were left homeless．
Total damage losses, including to agriculture and to industry, were estimated to be over a half billion dollars ．The total number of death related with both the tsunami and the earthquake was never found accurately for the region Estimates of deaths reached between 490 to 5,7002 with no distinction（差别） as to how many deaths were caused by the earthquake and how many were caused by the tsunami．However, it is believed that most of the deaths in Chile were caused by the tsunami．
68．Where did the largest tsunami damage occurred?
A．Concepcion B．Isia Chiloe C．Valdivia D．Valparaiso
69．What can we learn about the tsunami waves generated by the earthquake?
A．The tsunami waves as high as 25 meters arrived immediately after the earthquake．
B．The tsunami waves killed 200 people and sank all boats．
C．The tsunami waves were very destructive．
D．The tsunami waves flooded half of the inland．
70．What is generally thought the main cause of deaths in Chiloe?
A．landslides B．the tsunami
C．aftershocks D．the magnitude 9．5 earthquake
71．What does the underlined word "collapsed" probably mean ?
A．was destroyed B．caught fire
C．was flooded D．sank
Susan Sontag（1933—2004） was one of the most noticeable figures in the world of literature. For more than 40 years she made it morally necessary to know everything—to read every book worth reading, to see every movie worth seeing. When she was still in her early 30s，publishing essays in such important magazines as Partisan Review，she appeared as the symbol of American culture life，trying hard to follow every new development in literature，film and art. With great effort and serious judgment，Sontag walked at the latest edges of world culture.
Seriousness was one of Sontag’s lifelong watchwords（格言），but at a time when the barriers between the well-educated and the poor-educated were obvious, she argued for a true openness to the pleasure of pop culture. In “Notes Camp”, the 1964 essay that first made her name，she explained what was then a little—known set of difficult understandings，through which she could not have been more famous.“Notes on Camp”，she wrote，represents “a victory of ‘form’ over ‘content’, ‘beauty’ over ‘morals’ ”.
By conviction（信念）she was a sensualist（感觉论者），but by nature she was a moralist（伦理学者），and in the works she published in the 1970s and 1980s，it was the latter side of her that came forward. In “Illness as Metaphor”—published in 1978，after she suffered cancer—she argued against the idea that cancer was somehow a special problem of repressed personalities（被压抑的性格），a concept that effectively blamed the victim for the disease. In fact，re-examining old positions was her lifelong habit.
In America，her story of a 19th century Polish actress who set up a perfect society in California，won the National Book Award in 2000. But it was as a tireless，all-purpose cultural view that she made her lasting fame.
“Sometimes,” she once said，“I feel that，in the end，all I am really defending…is the idea of seriousness，of true seriousness.”And in the end，she made us take it seriously too.
64．The underlined sentence in paragraph l means Sontag ____________.
A．was a symbol of American cultural life
B．developed world literature，film and art
C．published many essays about world culture
D．kept pace with the newest development of world culture
65．She first won her name through____________.
A．her story of a Polish actress
B．her book Illness as Metaphor
C．publishing essays in magazines like Partisan Review
D．her explanation of a set of difficult understandings
66．Susan Sontag’s lasting fame was made upon____________.
A．a tireless，all-purpose cultural view
B．her lifelong watchword: seriousness
C．publishing books on morals
D．enjoying books worth reading and movies worth seeing
67．From the works Susan published in the 1970s and 1980s，we can learn that _____.
A．she was more a moralist than a sensualist
B．she was more a sensualist than a moralist
C．she believed repressed personalities mainly led to illness
D．she would like to re-examine old positions
Will you get a good job？ What will you do？ Many new graduates feel lost when they consider the endless list of career choices. They’ve invested a lot of money for their diploma（文凭）and now an important question stares them in the fact.
I’ve seen so many now graduates who do not know how to use the degree they have just earned. An example was Dave，who loved sports and had played baseball throughout his college years. He had his heart set on working for Nike. But he had never made clear in his own mind what kind of job he could do for Nike，so nothing ever happened. Another example was Allison，who was a history major. She wanted to work as an event planner，but unfortunately，no one hired her. Why？ No experience.
Failing to do some solid career exploration first，to get a clear idea of the types of jobs you can do，is a big error that many college students make. After our suggestion，Dave and Allison both found their jobs. To ensure a brighter future，follow these effective strategies：
—Make educated career choices. Identify the job you want. Conduct research. Ask parents to advise you on actual job duties. Consider what your natural talents are，and look for positions where you can use them.
—Don’t rely on the Internet. Networking is an effective tool—be sure it’s a job—hunting strategy you use. New studies from the Department of Labor state that only 4％ of job-seekers found their job on the Internet. The fact is that 63％ of all jobs are filled by contacts.
Employers are making quick decisions. Most people lose the job in the first minute of the interview. It’s deadly to let the employers focus quickly on how well you can perform the job.
—Practice your interviewing skills. Be ready for the tough questions by first writing out good answers to possible questions and having a role-playing interview with your friend.
60．What does the author seem to be most probable？
A．A job-hunter. B．A magazine editor.
C．A website owner. D．A job-seeking adviser.
61．In order to be well prepared for the interview, you’d better ____________.
A．surf the Internet for contacts
B．get along well with your workmates
C．practice the interview for several times
D．take care of your dress
62．According to the text it is suggested that Dave should ____________.
A．let others know what he can do for them
B．study further to get a higher degree
C．give up his interest in playing basketball
D．take part-time jobs first
63．For Allison, she should ____________.
A．find a job in another field
B．find some work to gain work experience
C．not tell the employer her major
D．offer more personal information
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