Judging from the context, ’Prctice rndom kindnessnd senselesscts of beuty.’ （） mens______.

Last autumn, Jerald Schutte of California State University in Northridge divided a class of 33 students taking his course in statistics into two groups. The “traditional” group was taught in a classroom every Saturday morning for 14 weeks. The “on-line” group came together only for examinations at the start and end of the course. None of the students in either group knew they were part of an experiment. The online group used electronic mail to cooperate in groups of three, assigned casually. They also took part in weekly discussions held on the Internet and weekly “live” online talk session regulated by Schutte. At the end of the course, the on-line students scored 20 per cent higher in their exam. A subsequent questionnaire indicated that they had spent more time on their coursework, and that they understood the material better. Schutte attributes the virtual students’ success to their eagerness to discuss their work on-line. The traditional students tended to work in isolation. “I would say the cooperation resulted from being afraid of having no face-to-face interaction with a professor,” Schutte says. He does not think that the on-line students became more enthusiastic simply because of the novelty of working with the Internet, “most of that gave way to discouragement due to the technology problems.” “We believe you can’t dispose of the help of a teacher, at least in schools,” says Jeff Morgan, director of communications technologies at the UK National Council for Educational Technology, “though the results are perfectly reasonable for university-age students.”

(1)Schutte’s experiment focuses on the use of on-line education _____

A、as a substitute for conventional teaching

B、in support of conventional teaching

C、as an improvement of conventional teaching

D、as a part of conventional teaching

(2)On-line education is different from the traditional one in that _____

A、it does not need any teachers

B、students work alone

C、there is much cooperation among students

D、exams are taken on-line

(3)The on-line group do better than the traditional group because _____

A、they work together through the Internet

B、they are interested in the Internet

C、they want to do better than the “traditional” group

D、they don’t like the traditional teaching

(4)The result of the study shows that _____

A、students can learn without teachers

B、learning at home is better than attending courses in the classroom

C、working on technology problems creates enthusiasm for students

D、advanced technology can enhance learning

(5)Jeff Morgan’s attitude toward the on-line teaching is _____

A、pessimistic

B、positive

C、neutral

D、critical

Section B

Directions: In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A, B, C and D.

听力原文： British Columbia is the third largest Canadian province, both in area and population. It is nearly 1. 5 times as large as Texas, and extends 800 miles(1280kin) north from the United States border. It includes Canada's entire west and the islands just off the coast.

Most of British Columbia is mountainous, with long, rugged ranges running north and south. Even the coastal islands are the remains of a mountain range that existed thousands of years ago. During the last Ice Age, this range was scoured by glaciers until most of it was beneath the sea. Its peaks now show as islands scattered along the coast.

The southwestern coastal region has a humid mild marine climate. Sea winds that blow inland from the West are warmed by a current of warm water that flows through the Pacific Ocean. As a result, winter temperatures average above freezing and summers are mild. These warm western winds also carry moisture from the ocean.

Inland from the coast, the winds from the Pacific meet the mountain barriers of the coastal ranges and the Rocky Mountains. As they rise to cross the mountains, the winds are cooled, and their moisture begins to fall as rain. On some of the western slopes almost 200 inches(500cm) of rain fall each year.

More than half of British Columbia is heavily forested. On mountain slopes that receive plentiful rainfall, huge Douglas firs rise in towering columns. There forest giants often grow to be as much as 300 feet (90m) tall, with diameters up to I0 feet (3m). More lumber is produced from these trees than from any other kind of tree in North America. Hemlock, red cedar and balsam fir are among the other trees found in British Columbia.

(27)

A．Its people.

B．Its culture.

C．Its geography.

D．Its history.

【T8】

A.SOLVE

B.DISTINGUISH

C.INTERACT A.WOULD THAT CHANGE THE WAY HUMANS【T7】______WITH THEM

B.ONE PARROT CAN【T8】______FIVE OBJECTS OF TWO DIFFERENT TYPES

C.ALLOWED HER TO【T9】______A NEW PROBLEM WHEN JUDGING ANIMAL INTELLIGENCE, SCIENTISTS LOOK FOR INSIGHT, WHICH THEY DEFINE AS A FLASH OF SUDDEN UNDERSTANDIN

G.WHEN A YOUNG GORILLA COULD NOT REACH FRUIT FROM A TREE, SHE NOTICED CRATES SCATTERED ABOUT THE LAWN, PILED THEM AND THEN CLIMBED ON THEM TO REACH HERREWAR

D.THE GORILLA"S INSIGHT【T10】______WITHOUT TRIAL AND ERROR.THE ABILITY TO USETOOLS IS ALSO AN IMPORTANT SIGN OF INTELLIGENC

E.CROWS USE STICKS TO PRY PEANUTS OUT OF CRACKS.THE CROW EXHIBITS INTELLIGENCE BY SHOWING IT HAS LEARNED WHAT A STICK CAN DO.LIKEWISE, OTTERS USE ROCKS TO CRACK OPEN CRAB AND, IN A SERIES OF COMPLEX MOVES, CHIMPANZEES HAVE BEEN KNOWN TO USE STICKS TO GET AT FAVORITE SNACK-TERMITES. MANY ANIMALS HAVE LEARNED TO COMMUNICATE USING HUMAN LANGUAG

E.SOME PRIMATES HAVE LEARNED HUNDREDS OF WORDS IN SIGN LANGUAG

E.ONE CHIMP CAN RECOGNIZE AND CORRECTLY USE MORE THAN 250 ABSTRACT SYMBOLSON A KEYBOARD AND 【T11】______AND CAN UNDERSTAND THE DIFFERENCE BETWEEN NUMBERS,COLORS, AND KINDS OF OBJECT. THE RESEARCH ON ANIMAL INTELLIGENCE RAISES IMPORTANT QUESTIONS.IF ANIMALS ARE SMARTERTHAN ONCE THOUGHT,【T12】______? WOULD HUMANS STOP HUNTING THEM FOR SPORT OR SURVIVAL? WOULD ANIMALS STILL BE USED FOR FOOD OR CLOTHING OR MEDICAL EXPERIMENTATION? FINDING THE ANSWER TO THESE TOUGH QUESTIONS MAKES A DIFFICULT PUZZLE EVEN FOR.A LARGE-BRAINED, PROBLEM-SOLVING SPECIES LIKE OUR OW

N.

【T9】

A.SOLVE

B.DISTINGUISH

C.INTERACT A.WOULD THAT CHANGE THE WAY HUMANS【T7】______WITH THEM

B.ONE PARROT CAN【T8】______FIVE OBJECTS OF TWO DIFFERENT TYPES

C.ALLOWED HER TO【T9】______A NEW PROBLEM WHEN JUDGING ANIMAL INTELLIGENCE, SCIENTISTS LOOK FOR INSIGHT, WHICH THEY DEFINE AS A FLASH OF SUDDEN UNDERSTANDIN

G.WHEN A YOUNG GORILLA COULD NOT REACH FRUIT FROM A TREE, SHE NOTICED CRATES SCATTERED ABOUT THE LAWN, PILED THEM AND THEN CLIMBED ON THEM TO REACH HERREWAR

D.THE GORILLA"S INSIGHT【T10】______WITHOUT TRIAL AND ERROR.THE ABILITY TO USETOOLS IS ALSO AN IMPORTANT SIGN OF INTELLIGENC

E.CROWS USE STICKS TO PRY PEANUTS OUT OF CRACKS.THE CROW EXHIBITS INTELLIGENCE BY SHOWING IT HAS LEARNED WHAT A STICK CAN DO.LIKEWISE, OTTERS USE ROCKS TO CRACK OPEN CRAB AND, IN A SERIES OF COMPLEX MOVES, CHIMPANZEES HAVE BEEN KNOWN TO USE STICKS TO GET AT FAVORITE SNACK-TERMITES. MANY ANIMALS HAVE LEARNED TO COMMUNICATE USING HUMAN LANGUAG

E.SOME PRIMATES HAVE LEARNED HUNDREDS OF WORDS IN SIGN LANGUAG

E.ONE CHIMP CAN RECOGNIZE AND CORRECTLY USE MORE THAN 250 ABSTRACT SYMBOLSON A KEYBOARD AND 【T11】______AND CAN UNDERSTAND THE DIFFERENCE BETWEEN NUMBERS,COLORS, AND KINDS OF OBJECT. THE RESEARCH ON ANIMAL INTELLIGENCE RAISES IMPORTANT QUESTIONS.IF ANIMALS ARE SMARTERTHAN ONCE THOUGHT,【T12】______? WOULD HUMANS STOP HUNTING THEM FOR SPORT OR SURVIVAL? WOULD ANIMALS STILL BE USED FOR FOOD OR CLOTHING OR MEDICAL EXPERIMENTATION? FINDING THE ANSWER TO THESE TOUGH QUESTIONS MAKES A DIFFICULT PUZZLE EVEN FOR.A LARGE-BRAINED, PROBLEM-SOLVING SPECIES LIKE OUR OW

N.

【T10】

A.SOLVE

B.DISTINGUISH

C.INTERACT A.WOULD THAT CHANGE THE WAY HUMANS【T7】______WITH THEM

B.ONE PARROT CAN【T8】______FIVE OBJECTS OF TWO DIFFERENT TYPES

C.ALLOWED HER TO【T9】______A NEW PROBLEM WHEN JUDGING ANIMAL INTELLIGENCE, SCIENTISTS LOOK FOR INSIGHT, WHICH THEY DEFINE AS A FLASH OF SUDDEN UNDERSTANDIN

G.WHEN A YOUNG GORILLA COULD NOT REACH FRUIT FROM A TREE, SHE NOTICED CRATES SCATTERED ABOUT THE LAWN, PILED THEM AND THEN CLIMBED ON THEM TO REACH HERREWAR

D.THE GORILLA"S INSIGHT【T10】______WITHOUT TRIAL AND ERROR.THE ABILITY TO USETOOLS IS ALSO AN IMPORTANT SIGN OF INTELLIGENC

E.CROWS USE STICKS TO PRY PEANUTS OUT OF CRACKS.THE CROW EXHIBITS INTELLIGENCE BY SHOWING IT HAS LEARNED WHAT A STICK CAN DO.LIKEWISE, OTTERS USE ROCKS TO CRACK OPEN CRAB AND, IN A SERIES OF COMPLEX MOVES, CHIMPANZEES HAVE BEEN KNOWN TO USE STICKS TO GET AT FAVORITE SNACK-TERMITES. MANY ANIMALS HAVE LEARNED TO COMMUNICATE USING HUMAN LANGUAG

E.SOME PRIMATES HAVE LEARNED HUNDREDS OF WORDS IN SIGN LANGUAG

E.ONE CHIMP CAN RECOGNIZE AND CORRECTLY USE MORE THAN 250 ABSTRACT SYMBOLSON A KEYBOARD AND 【T11】______AND CAN UNDERSTAND THE DIFFERENCE BETWEEN NUMBERS,COLORS, AND KINDS OF OBJECT. THE RESEARCH ON ANIMAL INTELLIGENCE RAISES IMPORTANT QUESTIONS.IF ANIMALS ARE SMARTERTHAN ONCE THOUGHT,【T12】______? WOULD HUMANS STOP HUNTING THEM FOR SPORT OR SURVIVAL? WOULD ANIMALS STILL BE USED FOR FOOD OR CLOTHING OR MEDICAL EXPERIMENTATION? FINDING THE ANSWER TO THESE TOUGH QUESTIONS MAKES A DIFFICULT PUZZLE EVEN FOR.A LARGE-BRAINED, PROBLEM-SOLVING SPECIES LIKE OUR OW

N.

【T11】

A.SOLVE

B.DISTINGUISH

C.INTERACT A.WOULD THAT CHANGE THE WAY HUMANS【T7】______WITH THEM

B.ONE PARROT CAN【T8】______FIVE OBJECTS OF TWO DIFFERENT TYPES

C.ALLOWED HER TO【T9】______A NEW PROBLEM WHEN JUDGING ANIMAL INTELLIGENCE, SCIENTISTS LOOK FOR INSIGHT, WHICH THEY DEFINE AS A FLASH OF SUDDEN UNDERSTANDIN

G.WHEN A YOUNG GORILLA COULD NOT REACH FRUIT FROM A TREE, SHE NOTICED CRATES SCATTERED ABOUT THE LAWN, PILED THEM AND THEN CLIMBED ON THEM TO REACH HERREWAR

D.THE GORILLA"S INSIGHT【T10】______WITHOUT TRIAL AND ERROR.THE ABILITY TO USETOOLS IS ALSO AN IMPORTANT SIGN OF INTELLIGENC

E.CROWS USE STICKS TO PRY PEANUTS OUT OF CRACKS.THE CROW EXHIBITS INTELLIGENCE BY SHOWING IT HAS LEARNED WHAT A STICK CAN DO.LIKEWISE, OTTERS USE ROCKS TO CRACK OPEN CRAB AND, IN A SERIES OF COMPLEX MOVES, CHIMPANZEES HAVE BEEN KNOWN TO USE STICKS TO GET AT FAVORITE SNACK-TERMITES. MANY ANIMALS HAVE LEARNED TO COMMUNICATE USING HUMAN LANGUAG

E.SOME PRIMATES HAVE LEARNED HUNDREDS OF WORDS IN SIGN LANGUAG

E.ONE CHIMP CAN RECOGNIZE AND CORRECTLY USE MORE THAN 250 ABSTRACT SYMBOLSON A KEYBOARD AND 【T11】______AND CAN UNDERSTAND THE DIFFERENCE BETWEEN NUMBERS,COLORS, AND KINDS OF OBJECT. THE RESEARCH ON ANIMAL INTELLIGENCE RAISES IMPORTANT QUESTIONS.IF ANIMALS ARE SMARTERTHAN ONCE THOUGHT,【T12】______? WOULD HUMANS STOP HUNTING THEM FOR SPORT OR SURVIVAL? WOULD ANIMALS STILL BE USED FOR FOOD OR CLOTHING OR MEDICAL EXPERIMENTATION? FINDING THE ANSWER TO THESE TOUGH QUESTIONS MAKES A DIFFICULT PUZZLE EVEN FOR.A LARGE-BRAINED, PROBLEM-SOLVING SPECIES LIKE OUR OW

N.

【T12】

A.SOLVE

B.DISTINGUISH

C.INTERACT A.WOULD THAT CHANGE THE WAY HUMANS【T7】______WITH THEM

B.ONE PARROT CAN【T8】______FIVE OBJECTS OF TWO DIFFERENT TYPES

C.ALLOWED HER TO【T9】______A NEW PROBLEM WHEN JUDGING ANIMAL INTELLIGENCE, SCIENTISTS LOOK FOR INSIGHT, WHICH THEY DEFINE AS A FLASH OF SUDDEN UNDERSTANDIN

G.WHEN A YOUNG GORILLA COULD NOT REACH FRUIT FROM A TREE, SHE NOTICED CRATES SCATTERED ABOUT THE LAWN, PILED THEM AND THEN CLIMBED ON THEM TO REACH HERREWAR

D.THE GORILLA"S INSIGHT【T10】______WITHOUT TRIAL AND ERROR.THE ABILITY TO USETOOLS IS ALSO AN IMPORTANT SIGN OF INTELLIGENC

E.CROWS USE STICKS TO PRY PEANUTS OUT OF CRACKS.THE CROW EXHIBITS INTELLIGENCE BY SHOWING IT HAS LEARNED WHAT A STICK CAN DO.LIKEWISE, OTTERS USE ROCKS TO CRACK OPEN CRAB AND, IN A SERIES OF COMPLEX MOVES, CHIMPANZEES HAVE BEEN KNOWN TO USE STICKS TO GET AT FAVORITE SNACK-TERMITES. MANY ANIMALS HAVE LEARNED TO COMMUNICATE USING HUMAN LANGUAG

E.SOME PRIMATES HAVE LEARNED HUNDREDS OF WORDS IN SIGN LANGUAG

E.ONE CHIMP CAN RECOGNIZE AND CORRECTLY USE MORE THAN 250 ABSTRACT SYMBOLSON A KEYBOARD AND 【T11】______AND CAN UNDERSTAND THE DIFFERENCE BETWEEN NUMBERS,COLORS, AND KINDS OF OBJECT. THE RESEARCH ON ANIMAL INTELLIGENCE RAISES IMPORTANT QUESTIONS.IF ANIMALS ARE SMARTERTHAN ONCE THOUGHT,【T12】______? WOULD HUMANS STOP HUNTING THEM FOR SPORT OR SURVIVAL? WOULD ANIMALS STILL BE USED FOR FOOD OR CLOTHING OR MEDICAL EXPERIMENTATION? FINDING THE ANSWER TO THESE TOUGH QUESTIONS MAKES A DIFFICULT PUZZLE EVEN FOR.A LARGE-BRAINED, PROBLEM-SOLVING SPECIES LIKE OUR OW

N.

【T7】

A.SOLVE

B.DISTINGUISH

C.INTERACT A.WOULD THAT CHANGE THE WAY HUMANS【T7】______WITH THEM

B.ONE PARROT CAN【T8】______FIVE OBJECTS OF TWO DIFFERENT TYPES

C.ALLOWED HER TO【T9】______A NEW PROBLEM WHEN JUDGING ANIMAL INTELLIGENCE, SCIENTISTS LOOK FOR INSIGHT, WHICH THEY DEFINE AS A FLASH OF SUDDEN UNDERSTANDIN

G.WHEN A YOUNG GORILLA COULD NOT REACH FRUIT FROM A TREE, SHE NOTICED CRATES SCATTERED ABOUT THE LAWN, PILED THEM AND THEN CLIMBED ON THEM TO REACH HERREWAR

D.THE GORILLA"S INSIGHT【T10】______WITHOUT TRIAL AND ERROR.THE ABILITY TO USETOOLS IS ALSO AN IMPORTANT SIGN OF INTELLIGENC

E.CROWS USE STICKS TO PRY PEANUTS OUT OF CRACKS.THE CROW EXHIBITS INTELLIGENCE BY SHOWING IT HAS LEARNED WHAT A STICK CAN DO.LIKEWISE, OTTERS USE ROCKS TO CRACK OPEN CRAB AND, IN A SERIES OF COMPLEX MOVES, CHIMPANZEES HAVE BEEN KNOWN TO USE STICKS TO GET AT FAVORITE SNACK-TERMITES. MANY ANIMALS HAVE LEARNED TO COMMUNICATE USING HUMAN LANGUAG

E.SOME PRIMATES HAVE LEARNED HUNDREDS OF WORDS IN SIGN LANGUAG

E.ONE CHIMP CAN RECOGNIZE AND CORRECTLY USE MORE THAN 250 ABSTRACT SYMBOLSON A KEYBOARD AND 【T11】______AND CAN UNDERSTAND THE DIFFERENCE BETWEEN NUMBERS,COLORS, AND KINDS OF OBJECT. THE RESEARCH ON ANIMAL INTELLIGENCE RAISES IMPORTANT QUESTIONS.IF ANIMALS ARE SMARTERTHAN ONCE THOUGHT,【T12】______? WOULD HUMANS STOP HUNTING THEM FOR SPORT OR SURVIVAL? WOULD ANIMALS STILL BE USED FOR FOOD OR CLOTHING OR MEDICAL EXPERIMENTATION? FINDING THE ANSWER TO THESE TOUGH QUESTIONS MAKES A DIFFICULT PUZZLE EVEN FOR.A LARGE-BRAINED, PROBLEM-SOLVING SPECIES LIKE OUR OW

N.

Rock Solid Readers

—How to help your child become a standout student

Library day is the best day of school for five-and-a-half-year-old Victoria Lin. She searches for books by her favorite author, Dr Seuss. Her mum has read The Cat in the Hat to her so many times that she can read some of it on her own, with a little help from her memory. She also chooses books she and her dad like to read and talk about, such as non-fiction about firefighters or marine animals. Her family plans to visit an aquarium(水族馆)soon, so the librarian suggests a book on dolphins. Victoria adds it to her own "library" along with one about manatees(海牛)—they fascinate her.

Victoria is well on her way to becoming a good reader, which could make all the difference in the world to her future. Decades of research demonstrate that enjoying reading and reading well are the biggest factors in a child's school success. Good readers make great students. They score higher on achievement tests in every year, in all subjects, including maths and science. So what are the secrets of giving your children an academic edge as well as lifelong pleasure?

1. Good readers start out ahead.

Reading scores in Year One are a key indicator of school success in Year Eleven. What hap pens in the very early years has a lasting effect on learning. So try these tips with young children:

The more you read, talk and sing to babies, the greater their foundation for vocabulary and understanding. The youngest ones are amazingly receptive to language.

Toddlers(初学走路的孩子)will sit still to interact with books if you arouse their interest with questions like "Who's that?" and "What else do you see?"

Preschool is the time for children to begin to learn the alphabet, and to become aware of the sounds that make up words--a crucial skill for reading known as phonemic awareness(音位意识). They don't call it that, but Victoria and her mum practice phonemic awareness whenever they're reading her favorite rhyming books. They clap out the syllables in names("Vic-tor-i-a")or play word games, such as "I'm thinking of a word that starts with the letter E."

Young school-age kids need lots of practice reading to and with their parents. Try echo reading to build fluency: You read a passage and then let your child read one. Call your child's attention to punctuation and interesting words as you read.

2. Good readers have better vocabularies.

Think about the conversations you've had with your child today. There's a good chance that— because of the busy lives parents lead—most of the words you use are simple, immediate and directive. For example, "It's time to go now!" Especially on our busiest days, it's easy for parents to forget that kids look to us for varied and rich conversations. From Year Three on, kids need to learn about 3000 new words a year—that's eight new words a day. And it takes at least four exposures to make a word their own. To enrich your child's word power, try these ideas:

Tell stories about the past, present and future. At dinnertime, relate a story about your childhood or ask about an upcoming school event.

Encourage play. According to child development expert Sue Bredekamp, it's a crucial way for children to develop their language skills.

Read a variety of books--picture books, stories with rhymes, science or history books that convey cool new information. And engage your child in extended conversations about what you read together.

3. Good readers preview and summarize.

As you begin a new book, spend a little time with the cover, suggests Francie Alexander of Scholastic Education. Read the title, look at the illustration and ask your child what she thinks the book is about. Research shows that prediction triggers th

A．Y

B．N

C．NG