loading74. During the economic crisis, they had to cut back production and workers. A. lay into B. lay off C. lay down D. lay aside
75. The university consistently receives a high for the quality of its teaching and research.
A. standard B. evaluation C. comment D. rating
76. To mark its one hundredth anniversary, the university held a series of activities including conferences, film shows, etc. The underline part means . A. celebrate B. signify C. symbolize D. suggest
77. His fertile mind keeps turning out new ideas. The underlined part means . A. abundant B. unbelievable C. productive D. generative
78. The local newspaper has a of 100.000 copies a day. A. spread B. circulation C. motion D. flow
79. These issues were discussed at length during the meeting. The underlined part means . A. eventually B. subsequently C. lastly D. fully
80. A couple pf young people were giving out leaflets in front of the department store. The underline part means .
A. distributing B. handling C. dividing D. arranging
Reading comprehension
TEXT A
Inundated by more information than we can possibly hold in our heads, we are increasingly handing off the job of remembering to search engines and smart phones. Google is even reportedly working on eyeglasses that could one day recognize faces and supply details about whoever you are looking at. But new research shows that outsourcing our money- and expecting that information will continually and instantaneously available- is changing our cognitive habits.
Research conducted by Betsy Sparrow, an assistant professor of psychology at Columbia University, has identified three new realities about how we process information in the Internet age. First, her experiments showed that when we don’t know the answer to a question, we now think about where we can find the nearest Web connection instead of the subject of the question itself. A second revelation is that when we expect to be able to find information again later on, we don’t remember it as well as when we think it might become unavailable. And then there us the researchers’ final observation: the expectation that we’ll be able to locate information down the line leads us to form a memory not of the fact itself but of where we will be able to find it.
But this handoff comes with a downside. Skills like critical thinking and analysis must develop in the context of facts: we need something to think and reason about, after all. And these facts can’t be Googled as we go; they need to be stored in the original hard drive, our long-term memory. Especially in the case of children, “factual knowledge must precede skill.” says Daniel Willingham, a professor of psychology, at
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the University of Virginia-meaning that the days of drilling the multiplication table and memorizing the names of the Presidents aren’t over quite yet. Adults, too, need to recruit a supply of stored knowledge in order to situate and evaluate new information they encounter. You can’t Google contest.
Last, there’s the possibility, increasingly terrifying to contemplate, that our machines will fail us. As Sparrow puts it, “The experience of losing our Internet connection becomes more and more like losing a friend.” If you are going to keep your memory on your smart phone, better make sure it’s fully charged.
81. Google’s eyeglasses are supposed to .
A. improve our money B. function like memory C. help us see faces better D. work like smart phones
82. According to the passage, “cognitive habits” refers to . A. how we deal with information B. functions of human memory C. the amount of information
D. the availability of information
83. Which of the following statements about Sparrow’s research is CORRECT? A. We remember people and things as much as before B. We remember more Internet connections than before
C. We pay equal attention to location and content of information D. We tend to remember location rather than the core of facts
84. What does the author mean by “context”? A. It refers to long-term memory B. It refers to a new situation
C. It refers to a store of knowledge D. It refers to the search engine
85. What is the implied message of the author? A. Web connections aid our memory B. People differ in what to remember C. People need to exercise their memory D. People keep memory on smart phones
TEXT B
I was a second-year medical student at the university, and was on my second day of rounds at a nearby hospital. My university’s philosophy was to get students seeing patients early in their education. Nice idea, but it overlooked one detail: second-year students know next to nothing about medicine.
Assigned to my team that day was attending – a senior faculty member who was there mostly to make patients feel they weren’t in the hands of amateurs. Many attendings were researchers who didn’t have much recent hospital experience. Mine was actually an arthritis specialist. Also along was a resident (the real boss, with a staggering mastery of medicine, at least to a rookie likes myself). In addition, there were interns. These guys were just as green as I was, but in a scarier way; they had recently graduated from the medical school, so they were technically MDs.
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I began the day at 6:30 am. An intern and I did a quick check of our eight patients; later, we were to present our findings to the residents and then to the attending. I had three patients and the intern had the other five-piece of cake.
But when I arrived in the room of 71-year-old Mr. Adams, he was sitting up in bed, sweating heavily and panting. He’d just had a hip operation and looked terrible. I listened to his lungs with my stethoscope, but they sounded clear. Next I checked the log of his vital signs and saw that his respiration and hear rate had been climbing, but his temperature was steady. It didn’t seem like heart failure, nor did it appear to be pneumonia. So I asked Mr. Adams what he thought was going on. “It’s really hot in here, Doc,” he replied.
So I attributed his condition to the stuffy room and told him the rest of the team would return in a few hours. He smiled and feebly waved goodbye.
At 8:40am, during our team meeting, “Code Blue Room 307!” blared from the loudspeaker. I froze.
That was Mr. Adams’s room.
When we arrived, he was motionless. The autopsy（尸体解剖） later found Mr. Adams had suffered a massive pulmonary embolism(肺部栓塞). A blood clot had formed in his leg, worked its way to his lungs, and cut his breathing capacity in half. His symptoms had been textbook: heavy perspiration and shortness of breath despite clear lungs. The only thing was: I hadn’t read that chapter in the textbook yet. And I was too scared, insecure, and proud to ask a real doctor for help.
This mistake has haunted me for nearly 30 years, but what’s particularly frustrating is that the same medical education system persists. Who knows how many people have died or suffered harm at the hands of students as na?ve as I, and how many more will?
86. Why was the author doing rounds in a hospital? A. He himself wanted to have practice B. Students of all majors had to do so C. It was part of his medical training D. He was on a research team
87. We learn that the author’s team members had . A. some professional deficiency B. much practical experience C. adequate knowledge D. long been working there
88. While the author was examining Mr. Adams, all the following symptoms caught his attention EXCEPT . A. steady temperature B. faster heart rate C. breathing problem D. moving difficulty
89. “His symptoms had been textbook” means that his symptoms were . A. part of the textbook
B. explained in the textbook
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C. no longer in the textbook
D. recently included in the textbook
90. At the end of the passage, the author expresses about the medical education system.
A. optimism B. hesitation C. support D. concern
TEXT C
The war on smoking, now five decades old counting, is one of the nation’s greatest public health success stories-but not for everyone.
As a whole, the country has made amazing progress. In 1964, four in ten adults in the US smoked; today fewer than ten in ten do. But some states-Kentucky, South Dakota and Alabama, to name just a few-seem to have missed the message that smoking is deadly.
Their failure is the greatest disappointment in an effort to save lives that was started on Jan. 11, 1964, by the first Surgeon General’s Report on Smoking and Health. Its finding that smoking is a cause of lung cancer and other diseases was major news then. The hazards of smoking were just starting to emerge.
The report led to cigarette warning labels, a ban on TV ads and eventually and anti-smoking movement that shifted the nation’s attitude on smoking. Then, smokers were cool. Today, many are outcasts, rejected by restaurants, bars, public buildings and even their own workplace. Millions of lives have been saved.
The formula for success is no longer guesswork: Adopt tough warming labels, air public service ads, fund smoking cessation programs and impose smoke-free laws. But the surest way to prevent smoking, particularly among price-sensitive teens, is to raise taxes. If you can stop them from smoking, you’ve won the war. Few people start smoking after turning 19.
The real-life evidence of taxing power is powerful. The 10 states with the lowest adult smoking rates slap an average tax of $ 2.42 on every pack-three times the average tax in the states with the highest smoking rates.
New York has the highest cigarette tax in the country, at $4.35 per pack, and just 12 percent of teens smoke –far below the national average of 18 percent. Compare that with Kentucky, where taxes are low (60 cents), smoking restrictions are weak and the teen smoking rate is double New York’s. Other low-tax states have similarly dismal records.
Enemies of high tobacco taxes cling to the tired argument that they fall disproportionately on the poor. True, but so do the deadly effects of smoking- far worse than a tax. The effect of the taxes is amplified further when the revenue is used to fund initiatives that help smokers quit or persuade teens not to start.
Anti-smoking forces have plenty to celebrate this week, having helped avoid 9 million premature deaths in the past 50 years. But as long as 3,000 adolescents and teens take their first puff each day, the war is not won.
91. What does “counting” mean in the context?
A. Including B. Calculating C. Relying on D. Continuing
92. According to the context, “Their failure” refers to . A. those adults who continue to smoke B. those states that missed the message
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