. Sleepers on high speed trains are good choices for long time travels.

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.

Of all the lessons taught by the financial crisis, the most personal has been that Americans aren't so good at money-management. We take out home loans we can't afford. We run up sky-high credit-card debt. We don't save nearly enough for retirement.

In response, supporters of financial-literacy education are moving with renewed enthusiasm. School districts in states such as New Jersey and Illinois are adding money-management courses to their curriculums. The Treasury and Education departments are sending lesson plans to high schools and encouraging students to compete in the National Financial Capability Challenge that begins in March.

Students with top scores on that exam will receive certificates--but chances for long-term benefits are slim. As it turns out, there is little evidence that traditional efforts to boost financial know-how help students make better decisions outside the classroom. Even as the financial-literacy movement has gained steam over the past decade, scores have been falling on tests that measure how well students learn about things such as budgeting, credit cards, insurance and investments. A recent survey of college students conducted for the JumpStart Coalition for Personal Financial Literacy found that students who'd had a personal-finance or money-management course in high school scored no better than those who hadn't.

"We need to figure out how to do this the right way," says Lewis Mandell, a professor at the University of Washington who after 15 years of studying financial-literacy programs has come to the conclusion that current methods don't work. A growing number of researchers and educators agree that a more radical approach is needed. They advocate starting financial education a lot earlier than high school, putting real money and spending decisions into kids'hands and talking openly about the emotions and social influences tied to how we spend.

Other initiatives are tackling such real-world issues as the commercial and social pressures that affect pur-chasing decisions. Why exactly do you want those expensive brand-name shoes so badly? "It takes confidence to take a stand and to think differently," says Jeroo Billimoria, founder of Aflatoun, a nonprofit whose curriculum, used in more than 30 countries, aims to help kids get a leg up in their financial lives. "This goes beyond money and savings."

The financial-literacy education is intended to ______.

A．increase Americans' awareness of the financial crisis

B．renew Americans' enthusiasm about money-management

C．enable Americans to manage money wisely

D．help Americans to overcome the financial crisis

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.

It is all very well to blame traffic jams, the cost of petrol and the quick pace of modern life, but manners on the roads are becoming horrible. Everybody knows that the nicest men become monsters behind the wheel. It is all very well, again, to have a tiger in the tank, but to have one in the driver's seat is another matter altogether. You might tolerate the odd road -hog, the rude and inconsiderate driver, but nowadays the well-mannered motorist is the exception to the rule. Perhaps the situation calls for a "Be Kind to Other Drivers" campaign; otherwise it may get completely out of hand.

Road politeness is not only good manners, but good sense too. It takes the most coolheaded and good-tempered of drivers to resist the temptation to revenge when subjected to uncivilized behavior. On the other hand, a little politeness goes a long way towards relieving the tensions of motoring. A friendly nod or a wave of acknowledgment in response to an act of politeness helps to create an atmosphere of goodwill and tolerance so necessary in modern traffic conditions. But such acknowledgments of politeness are all too rare today. Many drivers nowadays don't even seem able to recognize politeness when they see it.

However, misplaced politeness can also be dangerous. Typical examples are the driver who brakes violently to allow a car to emerge from a side street at some hazard to following traffic, when a few seconds later the road would be clear anyway; or the man who waves a child across a zebra crossing into the path of oncoming vehicles that may be unable to stop in time. The same goes for encouraging old ladies to cross the road wherever and whenever they care to. It always amazes me that the highways are not covered with the dead bodies of these grannies.

A veteran driver, whose manners are faultless, told me it would help if motorists learnt to filter correctly into traffic streams one at a time without causing the total blockages that give rise to had temper. Unfortunately, modern motorists can't even learn to drive, let alone master the subtler aspects of roadsmanship. Years ago the experts warned us that the car-ownership explosion would demand a lot more give-and-take from all road users. It is high time for all of us to take this message to heart.

What usually cause troubles on the road according to this passage?

A．Peoples' attitude towards the road-hog.

B．The rhythm of modern life.

C．The behavior. of the driver.

D．Traffic conditions.

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.

There is a phenomena ill the present. The average number of authors on scientific papers is skyrocketing. What is the main reason for it? That's partly because labs are bigger, problems are more complicated, and more different subspecialties are needed. But it's also because US government agencies like the National Institutes of Health (NIH) have started to promote "team science". As physics developed in the post-World War Ⅱ era, federal funds built expensive national facilities, and these served as surfaces on which collaborations could crystallize naturally.

Yet multiple authorship--however good it may be in other ways presents for journals and for the institutions in which these authors work. For the journals, long lists of authors are hard to deal with in themselves. But those long lists give rise to more serious questions when something goes wrong with the paper. If there is research misconduct, should tile liability be joint and several, accruing to all authors? If not, then how should it be allocated among them? If there is an honest mistake in one part of the work but not in others, how should an evaluator aim his or her review?

Various practical or impractical suggestions have emerged during the long-standing debate on this issue. One is that each author should provide, and the journal should then publish, an account of that author's particular contribution to the work. But a different view of the problem, and perhaps of the solution, comes as we get to university committee on appointments and promotions, which is where the authorship rubber really meets the road. Half a lifetime of involvement with this process has taught me how much authorship matters. I have watched committees attempting to decode sequences of names, agonize over whether a much cited paper was really the candidate's work or a coauthor's, and send back recommendations asking for more specificity about the division of responsibility.

Problems of this kind change the argument, supporting the case for asking authors to define their own roles. After all, if quality judgments about individuals are to be made on the basis of their personal contributions, then the judges better know what they did. But if questions arise about the validity of the work as a whole, whether as challenges to its conduct or as evaluations of its influence in the field, a team is a team, and the members should share the credit or the blame.

There is a tendency that scientific papers are ______.

A．getting more complicated

B．dealing with bigger problems

C．more of a product of team work

D．focusing more on natural than on social sciences

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.

There is a phenomena in the present. The average number of authors on scientific papers is sky rocketing. What is the main reason for it? That's partly because labs arc bigger, problems are more complicated, and more different subspecialties are needed. But it's also because US government agencies like the National Institutes of Health (NIH) have started to promote "team science". As physics developed in the post-World War II era, federal funds built expensive national facilities, and these served as surfaces on which collaborations could crystallize naturally.

Yet multiple authorship—however good it may be in other ways—presents for journals and for the institutions in which these authors work. For the journals, long lists of authors are hard to deal with in them selves. But those long lists give rise to more serious questions when something goes wrong with the paper. If there is research misconduct, should the liability be joint and several, accruing to all authors? If not, then how should it be allocated among them? If there is an honest mistake in one part of the work but not in others, how should an evaluator aim his or her review?

Various practical or impractical suggestions have emerged during the long-standing debate on this issue. One is that each author should provide, and the journal should then publish, an account of that author's particular contribution to the work. But a different view of the problem, and perhaps of the solution, comes as we get to university committee on appointments and promotions, which is where the authorship rubber really meets the road. Half a lifetime of involvement with this process has taught me how much authorship mat tars. I have watched committees attempting to decode sequences of names, agonize over whether a much cited paper was re ally the candidate's work or a coauthor's, and send back recommendations asking for more specificity about the division of responsibility.

Problems of this kind change the argument, supporting the case for asking authors to define their own roles. After all, if quality judgments about individuals are to be made on the basis of their personal contributions, then the judges better know what they did. But if questions arise about the validity of the work as a whole, whether as challenges to its conduct or as evaluations of its influence in the field, a team is a team, and the members should share the credit or the blame.

There is a tendency that scientific papers are ______.

A．getting more complicated

B．dealing with bigger problems

C．more of a product of team work

D．focusing more on natural than on social sciences

A．are providing proper conditions for good writing

B．should not stress writing speed on a test

C．should give essay tests rather than multiple-choice tests

D．teach good writing primarily through reading