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[主观题]

Undergraduates do not know how to talk to people who have a very different training from t

hem, and how to carry ______ when plans for action of vital importance to them are made.

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第1题

How do Yale and Harvard prepare their undergraduates for global careers? A.They organiz

How do Yale and Harvard prepare their undergraduates for global careers?

A.They organize a series of seminars on world economy

B.They offer them various courses in international politics

C.They arrange for them to participate in the Erasmus program

D.They give them chances for international study or internship

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第2题

How do Yale and Harvard prepare their undergraduates for global careers?A.They organize a

How do Yale and Harvard prepare their undergraduates for global careers?

A.They organize a series of seminars on world economy.

B.They offer them various courses in international politics.

C.They arrange for them to participate in the Erasmus program.

D.They give them chances for international study or internship.

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第3题

How do Yale and Harvard prepare their undergraduates for global careers? A.They org

How do Yale and Harvard prepare their undergraduates for global careers?

A.They organize a series of seminars on world economy

B.They offer them various courses in international politics

C.They arrange for them to participate in the Erasmus program

D.They give them chances for international study or internship

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第4题

Illiteracy may be considered more as an abstract concept than a condition. When a famous E
nglish writer used the (1)_____ over two hundred years ago, he was actually (2)_____ to people who could (3)_____ read Greek or Latin. (4)_____,it seems unlikely that university examiners had this sort of (5)_____ in mind when they reported on "creeping illiteracy" in a report on their students' final examination in 1988. (6)_____ the years, university lecturers have been (7)_____ of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8)_____ their students' ways of writing; and sloppy writing is all (9)_____ often a reflection of sloppy thinking. Their (10)_____ was that they had (11)_____ to do teaching their own subject (12)_____ teaching their undergraduates to write. Some lecturers believe that they have a (n) (13)_____ to stress the importance of maintaining standards of clear thinking (14)_____ the written word in a world dominated by (15)_____ communications and images. They (16)_____ on the connection between clear thinking and a form. of writing that is not only clear, but also sensitive to (17)_____ of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18)_____ the teaching of English in schools, but this point of view has, not (19)_____, caused a great deal of (20)_____.

A.concept

B.condition

C.word

D.idea

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第5题

Illiteracy may be considered more as an abstract concept than a condition. When a famous E
nglish writer used the (1)_____ over two hundred years ago, he was actually (2)_____ to people who could (3)_____ read Greek or Latin. (4)_____,it seems unlikely that university examiners had this sort of (5)_____ in mind when they reported on "creeping illiteracy" in a report on their students' final examination in 1988. (6)_____ the years, university lecturers have been (7)_____ of an increasing tendency towards grammatical sloppiness, poor spelling and general imprecision (8)_____ their students' ways of writing; and sloppy writing is all (9)_____ often a reflection of sloppy thinking. Their (10)_____ was that they had (11)_____ to do teaching their own subject (12)_____ teaching their undergraduates to write. Some lecturers believe that they have a(n) (13)_____ to stress the importance of maintaining standards of dear thinking (14)_____ the written word in a world dominated by (15)_____ communications and images. They (16)_____ on the connection between clear thinking and a form. of writing that is not only clear, but also sensitive to (17)_____ of meaning. The same lecturers argue that undergraduates appear to be the victims of a "softening process" that begins (18)_____ the teaching of English in schools, but this point of view has, not (19)_____, mused a great deal of (20)_____.

A.concept

B.condition

C.word

D.idea

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第6题

Many young people want to study in the United States but do not have the money to do so. I
t is a good idea to research this question about financial aid【C1】______they first begin to explore the idea【C2】______studying in the United States. The Association of International Educators says more than【C3】______of foreign students in the United States pay【C4】______their education using their own or their family's money.

That is because there is very little【C5】______aid for foreign students in the United States. Foreign【C6】______students have more chances than undergraduates do,【C7】______it is still limited. Most financial aid【C8】______public and private groups is【C9】______to American citizens. Some countries give money to their【C10】______to study in the United States on the【C11】______that they will return to their own countries to work.

The United States government【C12】______aid for students from some countries. They can ask at the【C13】______Embassy or an Agency for International Development Office【C14】______this is true in their country. A local university may also have such【C15】______.

Some American colleges do provide money rather than scholarships to foreign students. A list of these can be【C16】______at a very useful Internet website,【C17】______also provides information about where to write for【C18】______and loans. And it warns foreign students not【C19】______pay any money for scholarship applications. Such requests are【C20】______.

【C1】

A.where

B.when

C.unless

D.after

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第7题

An ideal college should be a community, a place of close, natural, intimate association,

not only of the young men who are its pupils and novices in various lines of study, but also of young men with older men, with maturer men, with veterans and professionals in the great undertaking of learning, of teachers with pupils, outside the classroom as well as inside it.No one is successfully educated within the walls of any particular classroom or laboratory or museum, and no amount of association, however close and familiar and delightful, between mere beginners can ever produce the sort of enlightenment which the young lad gets when he first begins to catch the infection of learning.The trouble with most of our colleges nowadays is that the faculty of the college live one life and the undergraduates quite a different one.They constitute two communities.The life of the undergraduates is not touched with the personal influence of the teachers; life among the teachers is not touched by the personal impressions which should come from frequent and intimate contact with undergraduates.This separation need not exist, and, in the college of the ideal university, would not exist.

It is perfectly possible to organize the life of our colleges in such a way that students and teachers alike will take part in it, in such a way that a perfectly natural daily intercourse will be established between them, and it is only by such an organization that they can be given real vitality as places of serious training, be made communities in which youngsters will come fully to realize how interesting intellectual work is, how vital, how important, how closely associated with all modern achievement------only by such an organization that study can be made to seem part of life itself.Lectures often seem very formal and empty things, recitations generally prove very dull and unrewarding.It is in conversation and natural intercourse with scholars chiefly that you find how lively knowledge is, how it ties into everything that is interesting and important, how intimate a part it is of everything that is ‘practical'and connected with the world.Men are not always made thoughtful by books, but they are generally made thoughtful by association with men who think.

1.An ideal college ()

A.should provide mature, experienced and professional men.

B.should be managed by experienced scholars.

C.should be managed by experienced scholars and energetic young men.

D.should see tight, harmonious connection between the experienced and the inexperienced.

2.Successful education is the acquiring of knowledge from ()

A.classrooms, laboratories and museums.

B.all sources.

C.intimate association between beginners.

D.experienced scholars.

3.Beginners are not likely to get the sort of enlightenment mentioned in the passage from ()

A.themselves.

B.books.

C.scholars.

D.experience.

4.The teacher and the students do not understand each other much because ()

A.they do not live together

B.they do not often try to exchange ideas, emotions and experiences.

C.they do not respect each other.

D.they have different standards of education.

5.Which of the following might be a best title for this passage?

A.Importance of the Relationship between the Teacher and the Students

B.Ideal Education Model

C.Difference Between Book Knowledge and Social Experience

D.Teachers'Influence on Students

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第8题

Cambridge -- the University Town 1. When we say that Cambridge is a university town we do

Cambridge -- the University Town

1. When we say that Cambridge is a university town we do not mean just that there is a university in it. Manchester and Milan have universities, but we do not call them university towns. A university town is one where there is no clear separation between the university buildings and the rest of the city. The university is not just one part of the town; it is all over the town. The heart of Cambridge has its shops, market place and so on, but most of it is university--colleges, faculties, libraries, clubs and other places for university staff and students. Students fill the shops, cafes, banks and churches, making these as well part of the university.

2. The town was there first. Two Roman roads crossed there, and there are signs of buildings before Roman times. Trouble in Oxford in 1209 caused some students and their teachers to move. Cambridge became a center of learning, and the authority of the head of the university, the chancellor, was recognized by the king in 1226.

3. At that time many of the students were very young (about fifteen) and many of the teachers were not more than twenty-one. At first they found lodgings where they could.Colleges were opened so that students could live cheaply. This was the beginning of the college system Which has continued at Cambridge up to the present day.

4. The colleges were built with money from-kings, queens, religious houses or other sources. Today there are nearly thirty colleges. The newest are University College, founded in 1965, and Clare Hall. founded in 1966, both for graduates. Very few students can now live in college for the whole of their course; the numbers are too great. Many of them live in lodgings at first, and move into college for their final year. But every student is a member of his college from the beginning. While he is in "digs" he must eat a number of meals in the college hall each week. His social and sports life centers on the college, although he will also join various university societies and clubs.

5. With about 8,250 undergraduates and over 2,000 postgraduates, the city is a busy place in "full term". Undergraduates are not allowed to keep cars in Cambridge, so nearly all of them use bicycles. Don't try to drive through Cambridge during the five minutes between lectures. The students' bicycles are hurrying in all directions. If you are in Cambridge at five minutes to the hour any morning of full term, you know that you are in a university town.

第 23 题 Paragraph 2__________

A.The present situation of colleges

B.The busy scene of the university town in full term

C.Cambridge's emergence as university town

D.The colorful campus life of Cambridge students

E.Cars are forbidden in Cambridge.

F.The origin of college system

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第9题

What the Germans call Schadenfreude taking pleasure in the pain of others is never more de
licious than when those in pain are prominent, powerful, prosperous and conceited. So it is understandable that a wave of pure delight is now coursing through the rest of higher education as Harvard-probably America's greatest university, and certainly its most arrogant-licks a self-inflicted wound known as grade inflation. The wound in time will heal, but it has exposed weakness and hypocrisy that make Harvard something of a joke.

The matter first came to light a couple of months ago when the Boston Globe reported, in a first-rate series by Patrick Healy, on "Harvard's dirty little secret: Since the Viet Nam era, grade inflation has made its top prize for students-graduating with honours-virtually meaningless."

That is because in the Class of 2001, "a record 91 M of Harvard students graduated summa, magna, or cum laude, for more than at Yale (51%), Princeton (44%), and other elite universities." Healy continued: "While the world regards these students as the best of the best of America's 13 million undergraduates, Harvard honours have actually become the laughingstock of the Ivy League."

It's hard to say which of these figures is more astonishing: the 51% A's, the 91% graduating with honours, or the B-minus for honours. Taken individually or collectively, these figures depict an undergraduate college in which there is no longer any meaningful distinction among the excellent, the satisfactory and the mediocre.

Grade inflation does not seem to be as out of control at most other places as it is at Harvard, but it is a widespread problem. Its causes are complex. Prospective employers are now looking for high grades and honours diplomas; one corporate recruiter told Healy, "A degree from Harvard is very good, but honours certainly helps it along; it indicates someone has really worked hard."

A report, by the Educational Policy Committee of Harvard's Faculty of Arts and Sciences revealed that grade inflation is most visible in the humanities. The chairman of the classics department told the Crimson, "The humanities are less empirically based--there's less of a distinction between right and wrongand more latitude for subjectivity."

Yes, it's true-as Harvard's defenders have been quick to point out that undergraduates there are of the first rank and that they should be expected to do superior work by the simple fact of their having been admitted in the first place. Yet not all superior students do equally superior work.

If a college must give grades and honours-and a credentials-obsessed society insists that it do so—then it should make every effort to ensure that those grades and honours have meaning.

No American university is so well placed as Harvard to set high standards and demand that students, if they wish to receive academic honours, meet them. In this hour of its embarrassment, it has an opportunity to set an example by doing precisely that.

Why do people in all the other universities in America experience great pleasure in seeing Harvard dealing with the problem of grade inflation?

A.Because of their jealousy of Harvard.

B.Because of their inferiority to Harvard.

C.Because of Harvard's reputation as the best school in the country.

D.Because of their conceitedness.

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第10题

Come September, the campuses of America will be swarming not just with returning undergrad
uates, but also with employers set on signing up the most able 10% of them. "We are seeing a far more competitive market for talent," says Steve Canale, a recruitment manager at General Electric (GE). Students who recently could have expected two or three offers in their final year are now getting as many as five. To gain a competitive edge, firms are arriving ever earlier on campus with their recruitment caravans. They also start to look at (and select) summer interns more as potential full-time employees than as mere seasonal extra hands: 60% of GE's graduate recruits in America this year, for instance, will come from its crop of more than 2,000 interns. Many interns will have employment contracts in their pockets before they even return for their final year of study.

Firms are working harder to polish their image in the eyes of undergraduates. Some have staff who do little but tour campuses throughout the year, keeping the firm's name in front of both faculty and students, and promoting their "employer brand". GE focuses on 38 universities where it actively promotes itself as an employer. PricewaterhouseCoopers (PwC), an accounting firm, targets 200 universalities and gives a partner responsibility for each. PwC says that each of its partners spends up to 200 hours a year "building relationships on campus".

That particular investment seems to have paid off. Each year Universum, an employer-branding consultant, asks some 30,000 American students to name their ideal employer. In this year's survey, published recently, PwC came second (up from 4th in 2004), topped only by BWM. Yet the German carmaker, which knocked Microsoft off the top spot, steers clear of campuses, relying for its popularity, says Universum, on the "coolness" of its products.

Students, it seems, are heavily influenced in their choice of ideal employer by their perception of that employer's products and services. Soaring up this year's list were Apple Computer (from 41st to 13th) and the Federal Bureau of Investment (from 138th to 10th). The success of Apple's cool iPod has had a powerful effect in the firm's ability to recruit top undergraduates. Likewise, the positive portrayal of the FBI in some recent films and TV shows has allegedly helped with recruitment.

The accounting firms say that the fall of Enron and Arthur Andersen has done their recruitment no harm: instead, they claim, it has made students realize that accounting is not mere number crunching, but also involves moral judgments. The "Big Four" accounting firms are all among this year's top 15 ideal employers.

Undergraduates now do much of their research into future employments online. There seems to be a close correlation between their choice of ideal employer and their choice of most impressive website--where PwC, Microsoft and Ernst & Young win gold, silver and bronze respectively.

Even so, some famous firms think they still appreciate the personal touch, and are sending their most senior executives to campuses to meet students and to give speeches. "The top attracts top," says, Claudia Tattanelli, boss of Universum in America. Jeffrey Immelt, GE's chief executive, is a keen on-campus speaker and has visited six leading universities in the past year. In the process, he may have shaken hands with one of his successors.

What can we learn from the first paragraph?

A.The universities play a minor role in helping their graduates to find a job.

B.Nowadays undergraduates can get a decent job much easier than before.

C.The companies spend more money than before in recruitment.

D.The competition between talents scratching is fiercer.

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