17. Sale by Grade is usually connected with the specification of the commodity.

Which of the following statements is NOT true?

A．Education is closely connected with the social demands.

B．Education deprives people of the political rights.

C．Education has many problems to be solved.

D．People get education because they want to take advantage of other people.

In time chartering，the charterer is liable for costs directly connected with the use of vessel such as（ ）．

The study of physical properties of the sounds produced in speech is closely connected with ______.

A．articulatory phonetics

B．acoustic phonetics

C．auditory phonetics

Under time chartering the charterer is liable for costs directly connected with the use of the vessel.( )

A．正确

B．错误

A.He thought it was cool。

B.He needed the practice。

C.He wanted to stay connected with them。

D.He had an urgent message to send。

The intellect is usually defined as a separate faculty in human beings--the ability to think about facts and ideas and to put them in order. The intellect is usually contrasted with the emotions, which are thought to distort facts and ideas, or contrasted with the imagination, which departs from facts.

As a result, it is often assumed that intellectuals are people who think, who have the facts and the ideas, and that the rest of society is composed of nonintellectual and anti-intellectuals who don't. This is of course not the case, and it is possible to be an intellectual and not be intelligent, and to be a nonintellectual and think very well. It is also assumed that there are basic differences between science and art, between scientists and artists; it is assumed that scientists are rational, objective, abstract, concerned with the intellect and with reducing everything to a formula, and that artists, on the other hand, are temperamental, subjective, irrational, and concerned with the expression of the emotions. But we all know temperamental, irrational scientists and abstract, cold-blooded artists. We know, too, that there is a body of knowledge in art. There are as many facts and ideas in art as there are in any other field, and there are as many kinds of art as there are ideas--abstract or concrete, classical, romantic, organized, unorganized, expressionist, surrealist, intuitive, intellectual, sublime, ridiculous, boring, exciting, and dozens of others. The trouble lies in thinking about art the way most people think about the intellect. It is not what they think it is.

This would not be quite so serious a matter if it were not taken so seriously, especially by educators and those who urge their views upon educators--that is, I suppose, the rest of mankind. If thinking is an activity which takes place in a separate faculty of the intellect, and if the aim of education is to teach people to think, it is therefore natural to assume that education should train the intellect through the academic disciplines. These disciplines are considered to be the subject matter for intellectual training, and they consist of facts and ideas from the major fields of human knowledge, organized in such a way that the intellect can deal with them. That is to say, they are organized in abstract, conceptual, logical terms. It is assumed that learning to think is a matter of learning to recognize and understand these concepts. Educational programs in school and college are therefore arranged with this idea in mind, and when demands for the improvement of education are made, they usually consist of demands for more academic materials to be covered and more academic discipline of this kind to be imposed. It is a call for more organization, not for more learning.

One of the most unfortunate results of this misunderstanding of the nature of the intellect is that the practice of the arts and the creative arts themselves are too often excluded from the regular curriculum of school and college or given such a minor role in the educational process that they are unable to make the intellectual contribution of which they are supremely capable. (529)

The three faculties in human beings mentioned are _______.

A．intellect, emotions, imagination

B．intellect, ideas, facts

C．thinking, abilities, emotions

D．thinking, distorting, departing

Part B Listening Comprehension

Directions: In this part of the test there will be some short talks and conversations. After each one, you will be asked some questions. The talks, conversations and questions will be spoken ONLY ONCE. Now listen carefully and choose the right answer to each question you have heard and write the letter of the answer you have chosen in the corresponding space in your ANSWER BOOKLET.

听力原文：W: I finished the stories about Columbus last time. Now I would like to give you some details about the most truly American national holiday in the United States.

M: Is it Christmas?

W: No. Christmas is not a typical American holiday, but the holiday I'm talking here is closely connected with the earliest history of the country and it was first celebrated in 1621 by English settlers.

M: By English settlers? Why not native Indians?

W: Well, the settlers, or Pilgrims, fled from their native England to Holland in order to escape the religious persecution. In 1620, they sailed to America on the Mayflower, seeking a place where they could have freedom of worship. Storms forced them to sail away their original destination, Jamestown in Virginia. And after a two-month voyage they landed at Plymouth, Massachusetts, in icy November.

M: I once read that during the first winter, over half of the settlers died of starvation or epidemics.

W: True enough. Those who survived began sowing in the first spring. Luckily, a friendly Indian called Squanto taught them how to plant the corn and how to fertilize the soil.

M: So after the harvests in autumn, did the Pilgrims invite the Indians nearby to a meal for their help and friendship?

W: Yes, but to be more accurate, a thanksgiving feast.

M: I see, a day for giving thanks. Then on which day is it celebrated?

W: At that time, the Pilgrims objected to fixing the celebration by calendar. George Washington, the Public's first president, set Thursday, November 26, 1789, as the first national Thanksgiving Day. Even so, the controversy continued over the date of Thanksgiving. And since Lincoln's time, the celebration of Thanksgiving Day has been observed on the fourth Thursday of November until today.

M: What do we usually do on Thanksgiving Day?

W: The pattern has never changed through the years. Usually a family journey or a big family dinner is planned for the annual reunion. On the dinner table, you can find apples, oranges, chestnuts, plum puddings, mince pie, squash and so on. And the best and most attractive among them are roast turkey and pumpkin pie.

M: My mouth is watering now, Mrs. Brown. They have been the most traditional and also my favorite food on Thanksgiving Day. My mum cooks the same as the Americans on that day though we're not native.

Questions:

1. What did the woman most probably talk about last time?

2.Where was Thanksgiving Day first celebrated?

3.When was Thanksgiving Day set as a national day for the first time in American history?

4.What is the common pattern of celebrating Thanksgiving Day according to this conversation?

5.What can be inferred from the conversation?

(21)

A．Christmas.

B．Columbus.

C．Thanksgiving.

D．Halloween.

The theme of the International Literacy Day this year is the connection between hteracy and sustainable development. Literacy helps reduce poverty and enables people to find jobs and obtain higher salaries. It is one of the most efficient ways of improving the health of mothers and children， understanding doctors’ prescriptions and gaining access to healthcare. The lives of more than two million children under the age of five were saved between 1990 and 2009 thanks to improvements in the education of women of reproductive age. Literacy facilitates access to knowledge and triggers a process of empowerment and self esteem that benefits everyone.

The grip of a joint represents the ______.

A.thickness of the connected members

B.diameter of the head

C.entire length of the rivet

D.diameter of the shank