Word Formation

Complete the following sentence with the proper form of the word in the bracket.

(dark) They managed to escape under cover of  .

WORD FORMATION
Complete the following sentence with the proper form of the word in the bracket.

​(child) She could speak very little Chinese because she spent most of her living abroad.

WORD FORMATION
Complete the following sentence with the proper form of the word in the bracket.

(succeed) His business was a  because he was well prepared, worked hard, and acted wisely.

 (law) He said he was theowner of the house.

WORD FORMATION
Complete the following sentence with the proper form of the word in the bracket.

（simple）The computer hasthe difficult task of teaching reading to the deaf.

Scientists have not yet found a cure for this.（ill）

(curious) Filled with, she peered through the window.

WORD FORMATION
Complete the following sentence with the proper form of the word in the bracket.

(science) Australianhave advised Ecuador on how to protect the seas around the famed Galapagos Islands.

WORD FORMATION
Complete the following sentence with the proper form of the word in the bracket.

(imagine) Computers turn impossibilities into possibilities. By using computer graphics, you can create anything .

WORD FORMATION
Complete the following sentence with the proper form of the word in the bracket.

(similar) The only  is that we are all certificated when we are born and when we die, and we are recognized by a certification of birth and death.

CAREFUL READING
Read the following passages carefully. Decide on the best answer and blacken the corresponding letter on the ANSWER SHEET. 

     English people are less genetically diverse today than they were in the days of the Vikings, possibly due to two deadly diseases that swept their country centuries ago, a new study says.
     The study compared DNA from ancient and modern Englanders and found that the country has a smaller gene pool than it did a thousand years ago.
     The findings come in contrast to modern England’s reputation as a cultural melting pot, where in many major cities you are as likely to hear Urdu from India or Yoruba from Nigeria being spoken on the streets as English.
     Rus Hoelzel, a geneticist from the Britain’s University of Durham, and his colleagues obtained DNA samples from the skeletal remains of 48 ancient Britons who lived between A. D. 300 and 1000. The researchers studied the DNA, which was passed down from mothers to their children. By comparing the DNA with that of thousands of people from various ethnic backgrounds living in England today, they found that genetic diversity was greater in the ancient population. The team also compared the ancient DNA with samples from people living in continental Europe and the Middle East, and found a similar lack of genetic variety.
     One possible explanation for this narrowing of diversity might be two major outbreaks of plague that swept England and much of Europe — the Black Death (1347 — 1351) and the Great Plague (1665 — 1666).
     The Black Death epidemic is estimated to have killed as much as 50 percent of the population of Europe. Three centuries later, a fifth of the population of London died in the Great Plague. However, these diseases didn’t kill randomly, Hoelzel explained. “The plague killed some people while others remained resistant,” he said.
     Eske Willerslev, a specialist in ancient DNA from the University of Copenhagen, said he is surprised by the findings but agrees that the historic epidemics may explain the loss in diversity.
     Since the diseases, it appears that England hasn’t been able to make up the loss to the gene pool, despite the high rate of immigration into the country over the past 200 years.

      The three main types of secondary education in the US have been provided by the Latin grammar school, the academy, and the public high school. The first of these was a colonial institution. It began in New England with the establishment in 1635 of the Boston Free Latin School. The curriculum consisted mainly of the classical languages, and the purpose of this kind of school was the preparation of boys for college, where most of them would be fitted for the ministry.
      The academy began in the early 1750s with Benjamin Franklin's school in Philadelphia. It extended generally to about the middle of the nineteenth century, except in the southern states where the public high school was late in developing and where the academy continued to be a principal means of secondary education even after 1900. The academy was coeducational, meaning open to girls as well as to boys, and it provided a wider curriculum than the Latin grammar school had furnished. It was designed not only as a preparation for college but also for practical life in commercial and business activities. Although its wide educational values were evident and are recognized as important contributions to secondary education in the country, the academy was never considered a public institution as the public high school has come to be.
      The public high school had its origin in Massachusetts in 1821 when the English Classical School was established in Boston. In 1827, that state enacted the first state-wide public high-school law in the US. By 1840, there were perhaps a dozen public high schools in Massachusetts and many in other eastern states; by 1850, they were also to be found in many other states.
      Just as the curriculum of the academy grew out of that of the Latin grammar school, so the curriculum of the public high school developed out of that of the academy. The public high school in the US is the repudiation (声讨) of the aristocratic and selective principle of the European educational tradition. Since 1890, enrollments in secondary schools, mainly public high schools, have practically doubled in the US every ten years.

SPEED READING
Skim or scan the following passages, and then decide on the best answer.

     In the United States, it is important to be on time, or 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 scheduled to begin at 10 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 American and Brazilian students about lateness in both an informal and a formal situation: lunch with a friend, and a university class. He gave them an example and asked them how they would react. If they had a lunch appointment with a friend, the average American students thought of lateness as 19 minutes after the agreed time. On the other hand, the average Brazilian students felt the friend was late after 33 minutes.
     In an American university, students are expected to arrive at the appointed hour. However, 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. If a Brazilian is late for an appointment with a North American, the American may misunderstand 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 natural way for a Brazilian student in Brazil. Later, the professor was able to change his own behavior to feel comfortable in the new culture.

SPEED READING
Skim or scan the following passages, and then decide on the best answer and blacken the corresponding letter on the ANSWER SHEET.

     Du Bois was a sociological and educational pioneer who challenged the established system of education that tended to restrict rather than to advance the progress of black Americans. He challenged what is called the “Tuskegee machine” of Booker T. Washington, the leading educational spokesperson of the blacks in the US. A sociologist and historian, Du Bois called for a more determined and activist leadership than Washington provided.
    Unlike Washington, whose roots were in southern black agriculture, Du Bois’s career spanned both sides of the Mason-Dixon Line. He was a native of Massachusetts, received his undergraduate education from Fisk University in Nashville, did his graduate study at Harvard University, and directed the Atlanta University Studies of Black American Life in the South. Du Bois approached the problem of racial relations in the United States from two dimensions: as a scholarly researcher and as an activist for civil rights. Among his works was the famous empirical （经验主义的） sociological study, The Philadelphia Negro: A Social Study, in which he examined that city’s black population and made recommendations for the school system. Du Bois’s Philadelphia study was the pioneer work on urban blacks in America. 

     Du Bois had a long and active career as a leader in the civil rights movement. He helped to organize the Niagara Movement in 1905, which led to the National Association for the Advancement of Colored People (NAACP), established in 1909. From 1910 until 1934, Du Bois edited The Crisis, the major journal of the NAACP. In terms of its educational policy, the NAACP position was that all American children and youth should have genuine equality of educational opportunity. This policy, which Du Bois helped to formulate, stressed the following themes: (1) public schooling should be free and compulsory for all American children; (2) secondary schooling should be provided for all youth; (3) higher education should not be monopolized by any special class or race.
     As a leader in education, Du Bois challenged not only the tradition of racial segregation in the schools but also the accommodationist （妥协的；迁就的） ideology of Booker T. Washington. The major difference between the two men was that Washington sought change that was evolutionary in nature and did not upset the social order, whereas Du Bois demanded immediate change. Du Bois believed in educated leadership for blacks, and he developed a concept referred to as the “talented tenth”, according to which 10 percent of the black population would receive a traditional college education in preparation for leadership.

SPEED READING
Skim or scan the following passages, and then decide on the best answer and blacken the corresponding letter on the ANSWER SHEET.

     In Jane Collard’s opinion, stress is becoming an increasingly common feature of the workplace. Stress is a highly individual reaction, which varies considerably from person to person, and it is difficult for some employees to avoid it. Indeed, stress is regarded by many as part of the organizational culture of our institutions: it comes with the job. Recent figures indicate that time taken off work because of stress has increased by 50 percent since the 1950s. Undoubtedly, changes in working conditions have led to greater pressure at work at all levels. With reductions in staffing, workloads for individual employees have increased. In addition, many employees are left worrying about the security of their jobs.
     On the stress management courses that she runs, Jane Collard tries to make the trainees realize that stress in itself is not harmful. Everyone needs a certain level of stress to enable them to feel motivated and to perform effectively. A complete absence of stress can be as damaging as overstress, since it can make people lose interest in their work, and even lead to depression. The difficulties occur when the amount of stress rises above a level which is healthy for a particular individual. If this happens, the effects are very obvious and the trainees are taught to recognize the signs. Stress may be expressed physically, for example through headaches and tiredness, or through emotional problems such as depression. A person suffering from stress may also start to behave differently, and can be difficult to deal with.
     While it may not always be possible to prevent stress, there are a number of ways in which it can be controlled. The first thing that the trainees learn is how to manage their time effectively. This involves, first of all, setting realistic goals for both the short and long terms. Once this framework has been established, tasks are then prioritized on a daily basis. The trainees are also reminded that when they are under pressure the less important items should be left, and they should never hesitate to delegate. Everyone is encouraged to look at ways of reducing “wasted time”, for example by grouping similar tasks together or dealing with items immediately.
     Jane feels that one of the most useful features of the course is that it enables trainees to deal with those demands or deadlines that they regard as unreasonable. They are encouraged to avoid being defensive, but at the same time they are advised not to be afraid of saying “no”. They are asked to give reasons only if necessary. The training helps them to foresee difficult situations or unwanted demands, and they learn how to prepare themselves mentally. Everyone is encouraged not to get stuck in negative thought patterns, where stress can feed a circular sense of helplessness. One solution they discuss is to think of a more encouraging alternative for each negative message. They learn, for example, to remind themselves that nothing terrible happens when a demand is refused or a deadline missed. Life goes on.

SPEED READING
Skim or scan the following passages, and then decide on the best answer.

     Following World War II, the oil boom contributed to major economic changes in the Middle East especially the Gulf states. This unprecedented prosperity has been used to provide many social benefits, such as subsidized health, housing and education. In Kuwait, a major division in the distribution of the benefits of this wealth is between citizens and non-citizens. Foreign migrants are the majority of the population: In 1989, the population composition was 650,000 Kuwaitis, 1.3million migrant workers, and about 250,000 bedu (former or current pastoral nomads). Foreign migrants do not have citizenship. 

     Some state benefits are distributed to everyone living in Kuwait, including health care, subsidized water, electricity and gasoline. Kuwaiti citizens receive additional benefits and pay no income taxes. Citizens receive free education and practically free housing. They are guaranteed a job in the government sector if they want one, and they are entitled to several state financial supports: living allowances, bride-wealth grants for first marriages, and subsidies for wedding celebrations. Foreigners are subject to residence and labor laws that prevent them from settling permanently in Kuwait. They cannot own real estate or other permanent assets and they cannot join trade unions.

SPEED READING
Skim or scan the following passages and then decide on the best answer.

     Civil rights legislation consists of acts that are enacted(实施)to prevent discrimination based on race, sex, religion, age, previous condition of enslavement, physical limitation, national origin, and other distinctions. As a result of the mass struggle for equal rights, two landmark pieces of legislation have become the cornerstone of civil rights legislation in the United States-the Civil Rights Act of 1964 and the Voting Rights Act of 1965.
     Civil rights legislation has a long history in the United States. The Civil Rights Act of 1866 passed despite a failed rejection attempt by Andrew Johnson. The legislation was passed during Reconstruction and aimed to destroy Black Codes， which the southern states had enacted to suppress the rights of newly freed slaves.
     Another important early piece of civil rights legislation was the Civil Rights Act of 1875. This legislation declared that all individuals had equal access to accommodations, and public places of amusement such as theaters.
     The legislation was declared unconstitutional by the Supreme Court in 1883 and thus left an opening for southern states to enact Jim Crow laws. It was almost 75 years until another civil rights bill was passed. The Civil Rights Act of 1957 created the United States Commission on Civil Rights and strengthened the civil rights division of the Department of Justice, which was to be directed by the attorney general. President Dwight Eisenhower and his administration were all supporters for the bill.
     Although the Civil Rights Act of 1957 was significant because it gave teeth to the civil rights division of the Justice Department, the Civil Rights Act of 1964 was by far the most significant and comprehensive civil rights legislation in U.S. history. The act was passed in response to the assassination of President John F. Kennedy during the beginning of the Johnson presidency. The bill had been developed by the Kennedy administration, in part as a response to the problems encountered by civil rights protesters in Birmingham, Alabama, in the spring of 1963.
     The legislation was submitted to Congress on June 19, 1963. President Johnson maneuvered(操纵) the bill through Congress. He signed the bill on July 2, 1964. The Civil Rights Act of 1964 and subsequent legislation also declared strong legislative policy against discrimination in public schools and colleges, which assisted in eliminating legal segregation and desegregating southern institutions.

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SPEED READING
Skim or scan the following passages, and then decide on the best answer.

     ​How you organize your trip will depend on several variables: where you are coming from and how you are traveling, the season, and, of course, your interest -- mountains and lakes, historic sights, picturesque villages, sports, and art. 

     Getting around Switzerland couldn’t be easier. The highway system is highly developed, trains run precisely to timetable and almost every town has an efficient array of buses, trams, taxis, or whatever is appropriate.
     The survey that follows divides the country into a dozen regions, which correspond almost entirely to those established by the national tourist authority for its area offices. In a country as small as Switzerland, it's no problem to visit more than one district in a day. However, we don't recommend seeing Switzerland in a rush. There's a great deal to discover off the beaten path. Nearly every town and village has something to offer, it seems.
     We begin with Zurich, the biggest Swiss city, served by the country's busiest international airport. After covering the pastoral northeast, bordering Germany, we venture across the undefended border to Liechtenstein. Safely back in Switzerland, we go north-west to Basle, an industrial but appealing city. The federal capital Berne, leads to the popular tourist area around Interlaken. From there we turn to the historic central area with Lucerne, its capital. Then eastwards to the charming Grisons and on to Italian-speaking Ticino. Continuing clock-wise around Switzerland, we consider the rugged mountain country of the Valais. Then the French-speaking western part of the country: the lake and mountain resorts of Vaud; the hills of Jura. We end our survey in the international city of Geneva, another important gateway to Switzerland. 

SPEED READING
Skim or scan the following passages, and then decide on the best answer and blacken the corresponding letter on the ANSWER SHEET.

     Not so long ago a school field trip was a walk through the nearest park or, if you were very lucky, a day trip to the zoo . Nowadays, some schools in the U.K. visit such exotic places as the Canadian Arctic, the Great Barrier Reef, and Japan-and within a week.What’s going on? Videoconferencing！These are virtual field trips made possible by technology.
     Videoconferencing systems vary in the technology they use and the cost,but the basic idea is always the same: it's like making a phone call but using a camera and a screen instead of a telephone. The cheapest systems start at about £700 with a video phone, a television and a camcorder. It is possible, though, to spend thousands of pounds if you use state-of-the-art equipment and broadband satellite connections. Most schools can only afford a basic system, but even this can be a remarkable resource full of possibilities.
     One such possibility is to allow children to"visit"places almost anywhere in the world. These virtual field trips, however, involve more than simply bringing live video pictures into the classroom. Children don't just watch-they take part.
     In a live link up with NASA, for example, children were able to speak to a real astronaut. On another occasion the link was with a diver swimming around Australia's Great Barrier Reef. As she swam, she answered children's questions about the fish and plant life they could see on the screen. One class has even had a live chat with Tony Blair. They were gathered around the TV monitor at school while the then Prime Minister was enjoying a cup of tea at Downing Street.
     Events like these are an exciting way for children to learn about science and politics by speaking to people directly involved. The children also get to develop important communication skills by expressing themselves, speaking clearly and thinking about the sort of questions they want to ask.
     Videoconferencing also provides opportunities for children to team up with other children around the globe. Meeting people from other countries is a wonderful experience for any child. Apart from improving their language skills, it helps them appreciate other cultures. In the past, only a few lucky children were able to experience this by travelling abroad on school exchange programs-spending a few weeks in France or Germany, for example. Videoconferencing makes it possible for many more children to come into contact with cultures.
     Some U.K. schoolchildren for example have met up with classmates in California and Japan learning what it’s like to live in an earthquake zone. Others have chatted with Inuit children from Canada. One class regularly meets with children from Finland. Videoconferencing makes foreign cultures “real” in a way not possible through books. And the fact that children can see each other on screen helps them build real relationships---make friends even---despite the huge distances between them.

SPEED READING
Skim or scan the following passages, and then decide on the best answer and blacken the corresponding letter on the ANSWER SHEET.

     The development of specialized courts for dealing with offenders convicted of driving while intoxicated (DWI) or driving under the influence of alcohol (DUI) arose after the efficacy of drug and other problem-solving courts had been demonstrated. The first DWI court in the United States was established in New Mexico in 1995. The number has been growing rapidly and there were about 400 such courts operating in 2008.
     Drunken driving is a serious problem in the United States.Fortunately, the proportion of alcohol-related traffic fatalities has fallen from over 60 percent i 1975 to about 40 percent in recent years. When calculated in terms of the number of vehicles on the road, of vehicle miles traveled, or of the number of licensed drivers, the proportion has been cut in about half since the early 1980s. Still, over 15,000 people are killed each year in alcohol-related crashes, several thousands of which involve intoxicated drivers. Every single injury and death caused by drunken driving is totally preventable.
     Most drivers who have had something to drink have low blood alcohol content or concentration (BAC) and relatively few are involved in fatal crashes. On the other hand, while only a few drivers have BACs higher than. 15, a much higher proportion of those drivers have fatal crashes. The average BAC among fatally injured drivers is.16. That is, it is twice the maximum legal BAC limit for driving.
     DWI courts apply the successful drug court model to alcohol-impaired drivers. They reflect the experience that society cannot rely solely on punishment to solve a serious social problem rooted largely in a medical problem--alcoholism. The traditional approach of relying on punishment without treatment and accountability has proven to be largely ineffective with repeat offenders. As one judge observed, we cannot"jail our way out of the problem. " These courts address the problem by holding offenders to a high level of accountability, providing long-term intensive treatment, and carefully monitoring offender behavior for compliance.