There was no one in the classroom and I thought I was ____________.

Section B

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.

In the United States, it is important to be punctual for an appointment, a class, a meeting, etc. This may not be true in all countries, however. An American professor discovered this difference while teaching a class in a Brazilian university. The two-hour class was due to begin at 10 a.m. and end at 12 a.m. On the first day, when the professor arrived on time, no one was in the classroom. Many students came after 10 a.m. Several arrived after 10:30 a.m. Two students came after 11 a.m. Although all the students greeted the professor as they arrived, few apologized for their lateness. Were these students being rude? He decided to study the students' behavior.

The professor talked to the American and Brazilian students about lateness in both an informal and formal situation: lunch with a friend, and a university class, respectively. He gave them an example and asked them how they would react. If they had a lunch appointment with a friend, the average American student defined lateness as 19 minutes after the agreed time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.

In an American university, students are expected to arrive at the appointed hour. In contrast in Brazil, neither the teacher nor the students always arrive at the appointed hour. Classes not only begin at the scheduled time in the United States, but they also end at the scheduled time. In the Brazilian class, only a few students left the class at noon, many remained past 12:30 to discuss the class and ask more questions, while arriving late may not be very important in Brazil, neither is staying late.

The explanation for these differences is complicated. People from Brazilian and North American cultures have different feelings about lateness. In Brazil, the students believe that a person who usually arrives late is probably more successful than a person who is always on time. In fact Brazilians expect a person with status of prestige to arrive late, while in the United States, lateness is usually considered to be disrespectful and unacceptable. Consequently, if a Brazilian is late for an appointment with a North American, the American may misinterpret the reason for the lateness and become angry. As a result of his study, the professor learned that the Brazilian students were not being disrespectful to him. Instead, they were simply behaving the appropriate way for a Brazilian student in Brazil. Eventually, the professor was able to adapt his own behavior. to feel comfortable in the new culture.

Which of the following is not true?

A．American class usually ends at the scheduled time.

B．Brazilian professors tend to be late for class.

C．Brazilian students leave the class right after class.

D．American class tends to start at the appointed hour.

Passage Two

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: 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 may 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.

62. 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.

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: 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.

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.

Reading to oneself is modem activity which was almost unknown to the scholars of the classical and medieval (between AD 1100 and 1500) worlds, while during the fifteenth century the term "reading" undoubtedly meant reading aloud. Only during the nineteenth century did silent reading become commonplace.

One should be careful, however, in assuming that silent reading came about simply because reading aloud is distraction to others. Examination of factors related to the historical development of silent reading reveals that it became the usual mode of reading for most adult reading tasks mainly because the tasks themselves changed in character.

The last century saw a steady gradual increase in literacy, and thus in the number of readers. As readers increased, so the number of potential listeners decreased, and thus there was some reduction in the need to read aloud. As reading for the benefit of listeners grew less common, so came the flourishing of reading as a private activity in such public places as libraries, railway carriages and offices, where reading aloud would cause distraction to other readers.

Towards the end of the century there was still considerable argument over whether books should be used for information or treated respectfully, and over whether the reading of materials such as newspapers was in some way mentally weakening. Indeed this argument remains with us still in education. However, whatever its virtues, the old shared literacy culture had gone and was replaced by the printed mass media on the one hand and by book and magazines for a specialized readership on the other.

By the end of the century students were being recommended to adopt attitudes to books and to use skills in reading them which were inappropriate, if not impossible, for the oral reader. The social, cultural, and technological changes in the century had greatly altered what the term "reading" implied.

Why didn't silent reading become common before the nineteenth century?

A．There were few places for people to have silent reading.

B．Few people could read for themselves.

C．Scholars disagreed with this kind of reading before the 19th century.

D．People all thought that "reading" undoubtedly meant reading aloud.

There was()in the meeting room as the general manager predicted the company's sales target.

A. Silence

B. silent

C. silently

听力原文： A: Did you find Xavier, Allison?

B: Yeah, but the class was moved to another building, so I got lost and I was late by 20 minutes for the class at 8 am.

A: Don't worry about it. It was a freshmen class, so I'm sure that you weren't the only person who was late. How was your first biology class?

B: It's seems like the first day is just going over the syllabus and finding out what will be expected of us. There will be three short papers in my biology class, and one class presentation. The professor said he would take daily roll, but we could be allowed three absences without affecting our grades. I hope that I'll be able to deal with all of the tests!

A: I've just finished my nursing class. The professor said we had to do a considerable amount of reading. And I still have an English class at 11.

B: So do I. we must be in a same class] Is that with Dr. Thompson?

A: Yes, that's the one! At least there'll be a familiar face in class!

B: Look at the time! We'd better start off to class!

A: Which way are we going? The English class is in McKane Hall, isn't it?

B: Yeah, I think it's on upper campus. We'd better hurry! It's a bit of walk.

19.When does the conversation probably take place?

20.What time is Allison's classes today?

21.What is Xavier according to the conversation?

22.Which of the following is NOT true about Dr. Thompson?

(39)

A．In the morning before 8 o'clock.

B．In the morning at 11 o'clock.

C．In the morning before 11 o'clock.

D．In the afternoon after 11 o'clock.

A.mark

B.grade

C.indication

D.index

AfileserverissetupinaRAID5configuration.Recentlytherewasapowerfailureintheserver roomwhileauserwastransferringadocumentfromonedriveontheservertoanotherdriveon thesameserver.UnfortunatelytheirUPSwasinrepairduringthisoutage，andthefileisnow corrupt.Whichofthefollowingcanbedonetopreventthissituationinthefuture？（）

A.Increasethememoryontheserver.

B.ReconfiguredrivestoaRAID0+1.

C.Installabatterybackedwritecachemoduleinthesystem.

D.Instructtheusertosavetothelocalsysteminsteadoftotheserver.