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2021-01-26 16:28
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山西英语-delan

2021年1月26日发(作者:neutrality)
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LESSON ONE Resources and Energy


PART A
1.W: Could you mail these letters for me, please?

M: More letters? Your friends are going to be very happy to hear from you.

Q: What does the man imply about the woman?
2.W: Does Professor Ford always come to class?

M: Is ice cold?

Q: What do you learn about Professor Ford?
3.W: Would you have some time this week to go over these questions with me?
M: How does tomorrow sound?

Q: What does the man mean?
4.M: Hey? John! John!
W: Save your breath. He's out of earshot.

Q: What is true about John, according to the woman?

5. W: You only have water to serve your guests?

M: This isn't just water. This is imported mineral water.
Q: What is the implication of the woman?

6. M: Could I borrow a twenty to tide me over till payday next Tuesday?

W: You are in luck. I just cashed the check.

Q: What will the woman probably do next?

7. M: Jean, didn't you get my messages? I left two on your answering machine.

W: Hmm? Oh, sorry, Tom. I've been meaning to get back in touch with you. It just slipped my mind.

Q: Why didn’t the woman return the man’s calls?


8. W: I'm sorry, sir, but you're allowed only one piece of luggage on the plane. You'll have to check in one of
your suitcases at the package counter.

M: Actually, one of these belongs to the woman up ahead. I'm just giving her a hand.

Q: Why is the man carrying an extra suitcase?

9. W: We need to drive to the city tonight, but the doctor said this medicine might make me drowsy.

M: In that case, I'd better drive.

Q: What does the man think the woman should do?

10.
M:
Look
at
all
the
pollution
going
into
the
air
from
those
factories.
Do
you
think
they'll
ever
get
under
control?

W: With the new laws and social awareness, we'll turn things around.

Q: What does the woman predict will happen?

11. W: Aren't you cold? Why aren't you wearing a jacket?

M: I overslept this morning, so I ran out of the house without listening to the forecast.

Q: Why isn’t the man wearing a jacket?

12.
M:
prof.
Jones,
last
night
when
I
was
putting
the
finishing
touches
on
my
paper
that
electrical
storm
completely wiped out my computer files. Do you think I could have another day to retype it?

W: I'm sorry, Steven. I’m leaving for a conference tomorrow, and I'll be away for 2 weeks. I suppose yo
u could
send it to me there.

Q: What will the professor probably allow the student to do?

13. W: Do you know if Mary has come by the office this morning?

M: I just got here myself, so I'm not the one to ask.
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Q: What does the woman want to know?

14. M: I really enjoyed that TV special about

W: Well, yes. But I wish I could have stayed awake long enough to see the whole thing.

Q: What does the woman mean?

15. W: Take two of these pills three times a day and you shouldn't take them on an empty stomach.

M: What if I don't have an appetite?

Q: What can be inferred about the man?

PART B

Passage I:

The population of the world has been increasing faster and faster. In 10,000 B.C., there were probably 10
million people. In A.D. 1, there were 300 million. It took 1750 years for the population to reach 625 million, a
little more than double the A.D. 1 figure. In 1990, there were 5.3 billion people. By the year 2000, the world's
population was over 6 billion, and by 2050, it is expected to reach 10 billion. Does the earth have enough natural
resources to support this many people? Different scientists give different answers to this question. Some say that
there are enough resources to support more than 6 billion people. However, the richest countries, with a small
percentage
of
the
world's
population,
use
most
of
the
resources.
If
these
resources
could
be
distributed
more
equally around the world, there would be enough for everyone. Other scientists say that we must limit population
growth because our resources are limited. Only 10 percent of the earth's land can be used for farming and another
20 percent for raising animals. It is possible to increase the amount of farmland, but only a little. Some land in
developing countries could be more productive if people started using modern farming methods, but this would
not increase worldwide production by much, We all know that there is a limited amount of petroleum. There are
also limits to the amounts of metals. There is a limit to the amount of water we can use since most of the earth's
water is salt water, and most of the fresh water is frozen at the North and South Poles. It is difficult to say how
many people the earth can support, but it will help everyone if
we can limit population growth before serious
shortages develop. The problem is how to do it.

1. Between 1990 and 2000, what changes did the world population have?

2. According to some scientists, which of the following is true?
3. Why can't most of the earth's water be used?
4. In developing countries, what does the use of medern farming methods result in?
5. According to the author, what can you infer from the passage?
II were probably 10 million people.

is expected to be 10 billion.

the resources could be distributed more equally around the world, there would be enoueh for everyone.

10 percent.

5. It is how to limit population growth.
Passage II:

Fresh water, life itself, has never come easy in the Middle East. Ever
since the Old Testament when God
punished man with 40 days and 40 nights of rain, water supplies here have been dwindling. The rainfall only
comes
in
winter
and
drains
quickly
through
the
semiarid
land,
leaving
the
soil
to
bake
and
to
thirst
for
next
November.
The
region's
accelerating
population
growth,
expanding
agriculture,
industrialization,
and
higher
living standards demand more fresh water. Drought and pollution limit its availability. War and mismanagement
squander it. Nations like Israel and Jordan are swiftly sliding into that zone where they are using all the water
resources available to them. They have only 15 to 20 years left before their agriculture, and ultimately their food
security, is threatened. Even amid the scarcity there are haves and have- nots. Compared with the United States,
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which has a freshwater potential of 10,000 cubic meters a year for each citizen. Iraq has 5,500. Turkey has 4,000,
and Syria has little more than 2,800. Egypt's potential is only 1,100. Israel has 460, and Jordan has less than 260.
But
these
are
not
firm
figures,
because
upstream
use
of
river
water
can
dramatically
alter
the
potential
downstream.
Scarcity
is
only
one
element
of
the
Middle
East’s
water
crisis.
Inefficiency
is
another,
as
is
the
reluctance of some
water-poor nations to change priorities from
agriculture to less water-intensive enterprises.
Some experts suggest that if these nations would share both water technology and resources, they could satisfy
the region's population, currently 159 million. But in this patchwork of ethnic and religious rivalries, the water
crisis is not a clear-cut issue. It is entangled in the politics that keep people from trusting and seeking help from
one another. Here, where water, like truth, is precious, each nation tends to find its own water and supply its own
truth.
1. When does the rainfall come in the Middle East?
2. What is the cause of the water crisis?

3. How many years are left for Israel and Jordan before their agriculture is threatened?

4. What is the current population in the Middle East according to the passage?

5. According to some experts' suggestion, what should the nations do in order to avoid a water crisis ?

II 1) 10,000 2) 5,500 4) More than 2,8003) 4,000 5) Egypt Part D 6) 460 7) Less than 260

1) award, 3) profit, 5) dedication, 7) moment, 9) physical, 11) conflict, 13)worth, 15) heart, 17) compassion, 19)
lust,2) glory, 4) trust, 6) significance, 8) anguish, 10) spirit, 12) alone, 14) room, 16) honor, 18) curse, 20) value

Lesson Two


crime and punishment

1.M: Hello?

W:
Hello.
This
is
Dr.
Grey's
office.
We
are
calling
to
remind
you
of
your
4:15
appointment
for
your
annual
checkup tomorrow.
M: Oh, thanks. It's a good thing you called. I thought it was 4:15 today.

Q: Why is the office calling the man?
2. W: How wonderful! You won the scholarship. Can you believe it?

M: No. It's almost too good to be true.

Q: What does the man mean?

3. W: Excuse me, Professor Davidson. But I was hoping to talk to you about my class project for economics.

M: I have a class in a few minutes. Why don't you come and see me during office hours tomorrow?

Q: When will the woman discuss her project with Professor Davidson?

4. M: How are you feeling? W: The stuff the nurse gave me seemed to have helped. But it's making me awfully
drowsy.

Q: What do you learn about the woman?

5. M: Bill Smith has volunteered to write a summary of the proposals we've agreed on. W: Will I have a chance to
review it?

Q: What does the woman want to know?

6.M: The view is spectacular. Could you take a picture of me with the mountains in the background?

W: I'm afraid I just ran out of film.

Q: What problem does the woman have?

7. W: Excuse me, we're ready to order now.

M: I'll be with you in just a minute.

Q: What does the man mean?

8. W: I think I forgot my umbrella. Did you notice if it is raining outside?

M: Yeah, it is. And I just realized I left my car window open.

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Q: What will the man probably do next?

9. W: How does your daughter like her new school?

M: Fine. She seems to have made new friends in no time.

Q: What can be inferred about the man's daughter?

10. W: There's an article here in this magazine you might find interesting. It's about buying running shoes.

M: If it's not chemistry and it's not on the final exam, I can't read it now.

Q: What is the man probably doing?

11. M: You're washing your car even on vacation. It makes me feel guilty.

W: You shouldn’t, it’s just that I have nothing better to do at this moment.

Q: What do you think of the woman?

12. M: My doctor told me I need to go for some expensive treatments for my injured knee.

W: Are you sure? Maybe you need a second opinion.

Q: What does the woman suggest the man do?

13. W: Hello. Could you fit me in for an appointment today? I need a stylist who is good at cutting curly hair.

M: Julia is good at that. She is the owner. How about noon?

Q: What will the woman probably do?

14. W: There's nothing I like more than a good mystery novel when I've got some spare time.

M: I like to read, too. But I prefer non- fiction, history, social commentary and stuff like that.

Q: What does the man imply?

15. M: I'm not an expert, but that noise in your refrigerator doesn't sound good. Maybe you should call and have it
checked out.

W: You're right. And I suppose I've put it off long enough.
Q: What will the woman probably do?
Passage I

Purse snatching is an increasingly common crime. There are estimated 50 to 100 purse snatchings each month
in the New York City subways, the number often swinging widely because of the depredations of a single teenager.
When such a professional is in custody, the snatches can decrease by more than 50 a month. One of the favored
techniques is to stand between two subway cars and, as a train starts pulling out of the station, reach out and pull
free a woman's purse.

Recently,
a
crime
analysis
officer
for
the
New
York
Police
Department
found
that
purse
stealing
in
Manhattan's top restaurants was up 35 percent over the previous year. When a woman puts her purse on an empty
chair at a table or at her feet beside her chair, she is inviting a purse snatcher to take it. Purse snatchers often work
in pairs. When a target in a restaurant is seen, one of them will create some kind of disturbance to gain the victim's
attention.
While
the
woman
is
looking
away
from
her
table,
the
actual
snatcher
will
lift
the
purse.
A
popular
technique is for the thief to carry an umbrella with the curved handle down. The umbrella handle suddenly hooks
the bag and in an instant it is on the thief's wrist, or under the coat over his arm if he is a man, and on its way out of
the restaurant. Police advise that women in restaurants keep their purse either on their laps or on the floor between
their legs.

Other
purse
snatchers
who
operate
in
theaters
are
called

tippers
victimizing
women
who
put
their
purses
down
on
a
neighboring
empty
seat.
Others
specialize
in
snatching
purses
from
ladies'
rooms.
When
a
woman is in a toilet stall, her purse should never be placed on the floor or hung on the coat hook on the door.
Thieves simply dive under the door and grab the purse on the floor, or stand on the toilet in the next stall and reach
over and take the purse off the hook. The snatcher has enough time to escape since the victim can't immediately
pursue the thief.

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I. 1. When does the number of purse snatchings decrease most dramatically?

2. Where does a purse snatcher like to commit crimes in subway stations?

3. When women are in restaurants, where are they advised to put their purses?

4. What does a thief often use to snatch purses in restaurants?

5. According to this passage, where does purse snatching not usually occur?

II. crime analysis officer; take it; purses; in pairs; top restaurants; an empty chair; to some kind of disturbance; coat
hook; snatching never be placed; in the next stall; enough time to escape

Passage II

On
the
afternoon
of
July4,1995,
ce
Weinberger
brought
her
one-month
old
baby
back
from
an
outing. She left the pram outside her house and hurried inside to get the baby a clean nappy. When she returned a
few moments later, the pram was empty and a scrawled note was lying where her baby had been. The note said:

the baby.
Albamarle Rd. at exactly 10 o'clock tomorrow (Thursday) morning.
baby back and leave him on the same corner 'safe and happy' at exactly 12 noon. No excuse, I can not wait! Your
baby- sitter.
Despite
the
kidnapper's
warning,
Mrs.
Weinbarger
contacted
the
police.
A
small
parcel
containing
broken pieces of newspaper was placed on the comer the following morning. But the kidnapper did not show up.
He failed to keep two other” appointments
-sitter'.
By then, the police felt that the baby was no longer alive. The FBI was called in, and the handwriting experts set to
work to try to track down the kidnapper. In both notes an unusual z-shaped stroke was placed at the front of the y
in words such as
six weeks carefully going over local records at police offices, factories, hotels, clubs and schools and examining
handwriting samples and comparing them with the writing on the kidnapper's notes. Then, in the middle of August,
the experts' hard efforts paid off. The handwriting of John Rush Blake matched that of the kidnapper's, especially
in the peculiar formation of the y's. Not long after, John Blake was arrested for making illegal alcohol. On being
shown the handwriting samples, he confessed to kidnapping the baby. He told the police that he had left the baby
alive and well in a nearby park on the day after the kidnapping. But when officers hurried to the place, all they
found was the baby's dead body. The criminal was later put into New York's Sing Sing Prison. Even if John Blake
had tried to disguise his handwriting he would still have been caught. No matter how hard someone may try to
disguise his handwriting characteristics, the
or she holds a pen, the way a t is crossed and an i is dotted, the height and size of capital and small letters, the
amount of space between words, the use (or misuse) of punctuation marks. All these can identify a person as surely
as fingerprints.

I. 1. What happened to Mrs. Weinberger on the afternoon of July 4th, 1995?

2. According to the message left by the kidnapper, on what condition could Mrs. Weinberger have her baby back?

3. What did Mrs. Weinberger do after reading the note?

4. How did the FBI catch the criminal?

5. Which of the following words can best describe people's handwriting characteristics?

II. 1. ( T ) When Mrs. Weinberger came back from an outing something terrible happened to her.

2. ( T ) Someone kidnapped her baby because he lacked money.

3. ( F ) The kidnapper did not confess to die kidnapping of the baby in the face of the handwriting sample.

4. ( T ) It was the handwriting expert that broke the case.

5. ( F ) At last, the police found the baby and he was safe and happy.

Passage III.

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Timothy McVaigh placed a powerful bomb near a federal government building in Oklahoma City in 1995.
The explosion killed 168 people, including 19 children. Arguments are increasing in the United States both for and
against
the
death
penalty.
The
increasing
death
penalty
debate
is
caused
by
the
planned
execution
of
convicted
murderer McVeigh. He is to be the first person executed by the federal government since 1963. 38 states permit the
death sentence. Last year 85 people were executed in the United States. Recent public opinion studies show that
more
than
75
percent
of
Americans
supper
McVeigh's
execution.
These
include
many
Americans
who
usually
oppose the death sentence. Kent Scheidegger is with the Criminal Justice Legal Foundation in Califomia. It is a
victim's rights organization that supports the death penalty. Mr. Scheidegger says McVeigh is a perfect example of
why there is a need for a federal death penalty. He says anything less than the death of McVeigh would show a
complete lack of justice. Groups opposed to the death penalty say the approval of the execution of McVeigh does
not
show
an
increase
in
general public
support
for
the
death
penalty.
Opinion
studies
show
that
support
for
the
death penalty has decreased. Studies show 77 percent of Americans supported it five years ago, now only about 63
percent do, Opponents of the death penalty have always argued that it was unfair. They say poor people who can
not pay for good legal help receive the death penalty more often than others. And they say courts order the death
penalty more often when the accused is a member of a racial minority group.

Part D

1)generous
2)company
3)hospitality
4)reception
5)reputation6)anniversary7)suspicion
8)mutual
9)vastest10)communication
11)commerce
12)contact
13)1975
14)openness
15)potential
16)secure
17)lure
18)astonish 19)reach 20)confident
Lesson Three

Computers and the Internet

Part A

1.M: This report is due tomorrow. Would you be able to work on it with me tonight?

W: Unfortunately, I have another commitment.

Q: What is the woman saying?

2. W: I wonder where the books I ordered are. I expected to receive the package several days ago.

M: Maybe you'd better check it out with the company. They could be temporarily out of stock.

Q: What does the man suggest the woman do?

3. M: I just have to type this last page and then I'm through.

W: By then, I'll be done, too.

Q: What can be learned about the woman?

4. W: Did you read the editorial in the paper about the mayor's speech?

M: I sure did. But I think they twisted the meaning of what he said.

Q: What does the man say about the editorial?

5. W: Why don't we go to see a movie tonight? A good comedy might cheer you up.

M: I would. But the reason that I've been so down is all this work I have to do.

Q: What can be inferred about the man?

6. W: So, are you going to see the students' play tonight?

M: I doubt it. I'm still getting over the flu.

Q: What is true about the man?

7. M: Gordon needs to find another place to live. The apartment he rents now has been sold to a new owner.

W: He'd better start looking right away. When all the students come back in a few weeks, he won't find any near
the campus.

Q: What does the woman suggest Gordon do?

8. W: Mind if I borrow your Spanish workbook?

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M: Not as long as I have it back in time to take to class this evening.

Q: What does the man mean?

9. W: You don't believe in diets, do you?

M: There is nothing wrong with them per se but they have to be combined with exercise to do any good.

Q: What is the man's attitude towards diets ?

10. W: I don't know which color folder to use, white or brown.

M: What difference does it make? It's the content that's important.

Q: What is the implication of the man?

11. W: You know, I've heard that Professor Martin's Introduction to Chemistry class is too demanding for first year
students. They say it's the most difficult course for graduate students.

M: Yeah, but a lot of students will tell you otherwise. Go talk to anyone who has gone to an advanced course, like
Organic
Chemistry,
or
who
studied
chemistry
in
graduate
school.
They're
really
glad
they
started
out
with
Professor Martin.

Q: What does the man imply about Professor Martin?

12. W: Hey, Mark. Have you been able to sell your old piano, yet?

M:
Hmm,
you
were
right.
Just
posting
notices on
bulletin boards
at
a
couple
of
supermarkets
wasn't
enough.
I
think I'll have to place an advertisement in the local newspaper.

Q: Which of the following is true according to the conversation?

13. W: I'm amazed that you still haven't gotten to know your neighbors.

M: They tend to keep to themselves.

Q: Why hasn't the man gotten to know his neighbors?

14. W: Hi! Um, I think something is wrong with the washing machine. It works, and I just did my laundry, but it
makes some strange noises. Maybe you should call someone to fix it.

M: Oh, don't worry. Someone from the repair shop is already on the way over to take a look at it.

Q: What is the implication of the man?

15. W: It's so thoughtful of you to offer to drop me off at the train station. Are you sure it's not out of your way?

M: Not at all. The station is really close to where I'm going.

Q: What can be learned about the man?

Passage I

The Application of Computers in Education The best method for improving educational standards is to utilize
every tool available, including state-of-the- art technology. Computers and the internet have expanded the way in
which information can be delivered to the students of today. Today's networking technologies provide a valuable
opportunity to practise new learning techniques. Educators are discovering that computers are facilitating learning.
Computer- based
communications,
or
telecommunications,
can
offer
many
educational
opportunities;
therefore,
educators
will
need
to
adapt
current
teaching
methods
to
incorporate
this
new
media
into
the
classroom.
Computers have made a fundamental impact on most industries, providing a competitive advantage that has come
to be essential to many businesses. Therefore, schools must also use technology to improve the educational process.
School systems often consider purchasing a computer network, and justify its purchase by applying it to routine
administrative tasks, such as attendance records and grading. While these tasks are very important, they only show
a small part of what technology can do for a school. Technology must go further than simply keeping attendance; it
must
focus
on
keeping
students interested
and
productive.
Since
computers
and
the
Internet
have
expanded
the
ways in
which education can be delivered to students, it is currently possible to engage in
through the Internet. Distance education involves audio and video links between teachers and students in remote
areas. Video conferencing allows groups to communicate with each other. Desktop video conferencing promises to
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bring students together from geographic and cultural distances face to face via computer. Not only will the teacher
talk
to
the
students,
but
the
students
will
be
able
to
interact
with
each
other.
This
will
make
students
more
interested in learning.

I. 1. According to the passage, what are educators discovering?

2. What do schools usually purchase computer networks for?

3. According to the author, what should computers be mainly used for?

4. Which of the following is NOT a feature of video conferencing?

5. Which of the following is true according to the passage?

II.
fundamental
impact;
be
essential;
improve
the
educational
process;
justify
its
purchase;
attendance
records;
what technology can do

Passage II

E-Commerce The Internet, as a means for commerce, did not become reality until the 1990s. Before this time,
it was mainly a tool for the army, and a research device for some American universities. Its popularity grew when
it
proved
to
be
a
fast
and
efficient
means
to
conduct
long
distance
transactions,
as
well
as
an
effective
way
to
distribute
information.
The
first
advantage
that
e-commerce
possesses
is
speed.
With
increased
speeds
of
communication,
the
delivery
time
is
expedited
and
that
makes
the
whole
transaction
from
start
to
finish
more
efficient. Also, you can find practically any product available for sale on the Internet. Even more significant is the
fact that information appearing on the Internet can be changed rapidly. This gives business owners the ability to
inform
customers
of
any
changes
to
the
service
that
they
are
offering.
The
second
advantage
of
electronic
commerce is the opportunity it offers to save on costs. By using the Internet, marketing, distribution, personnel,
phone, postage and printing costs, among many others, can be reduced. You can start doing business in cyberspace
for as little as $$100. The savings, therefore, are tremendous. These funds can then be diverted to marketing and
advertising your product or service. Cyberspace knows no national boundaries. That means you can do business all
over the world as easily as you can in your own neighborhood. Since the Internet connects everyone in cyberspace,
information is transmitted at the speed of sound or the speed of light, depending on your connection. Either way,
distance becomes meaningless, which enables you to link to nearly anyone on the globe, and anyone on the globe
can link to you. The ability to establish links makes doing business on the Internet attractive to customers in any
part of the world. A potential source of trouble is customer concerns with privacy and security. Anything sent over
the
Internet
is
sent
through
several
different
computers
before
it
reaches
its
final
destination.
The
concern
regarding Internet security and privacy is that unscrupulous hackers can capture credit card or check account data
as
it
is
transferred
or
break
into
computers
that
hold
the
same
information.
Making
a
customer
feel
safe
is
important
when
doing
business
on
the
Internet.
Even
though
no
one
can
guarantee
100%
security
when
transferring financial information over the Internet, e-commerce is still safer than using credit cards at an actual
store or restaurant, or paying for something with the use of a 1-800 number.
I. l. Before being used for commerce, what was the Internet mainly used for?

2. Which one of the following is NOT a factor that can make transactions more efficient on the Internet?

3. Why does distance become meaningless in e-commerce?

4. What do customers worry about in e-commerce?

5. What is the main idea of this passage?

II.
source;
privacy;
security;
destination;
credit
card;
transferred;
feel
safe;
guarantee;
safer
than;
paying
for
Passage

III Computerized Systems

It
was
pointed out by
a
computer
wag
that
a
computerized
system
consists
of
three
subsystems:
hardware,
software,
and
jellyware.
Hardware
is
the
computer
itself
--
the
collection
of
slightly
impure
chunks
of
silicon
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dioxide and other metal oxides that sometimes conduct electricity and sometimes don't, but never conduct it very
well.
Basically,
hardware
is
mostly
sand
with
some
metal
and
some
organic plastic
material
to
hold
it
together.
Software consists of the instructions necessary in order for the hardware to do things. The instructions are nothing
more than signals indicating that certain pieces of hardware are to turn themselves on or off in specific sequences
at specific times in specific areas of the hardware. The basic instructions are written or given in binary terms -- on
or
off--
and
other
software
elements
translate
this
to
and
from
the
more
complex
language
used
by
the
next
element in the system. Jellyware is the human being who tells the hardware what to do, who gives the hardware its
data, who utilizes the output of the hardware, who writes the software, and who uses the output of the software.
Jellyware
itself
is
a
computer
consisting
of
hardware
and
software.
Jellyware
is
mostly
water
with
specific and
small
amounts
of
impurities
in
certain
locations.
The
jellyware's
software
is
mostly
preprogrammed
with
some
RAM
that
is
inputted
as
a
result
of
experience.
Hardware
and
jellyware
differ
only
in
the
fact
that
hardware
is
made up of crystalline structures while jellyware consists of colloidal structures. The jellyware's operating systems
appear to function in the parallel mode while those of the hardware operate in a series mode. However, the output
of jellyware is one-channel sequential and series in form. Like hardware, jellyware can do only one thing at a time.

Part
D




1)members
of
the
House;
2)the
politics;
3)personal
destruction;
4)values;
5)worthy
and
good
and
honorable; 6)our political system; 7)reconsider; 8)government of man; 9)elected leaders; 10)lie empty; 11)cast out
of; 12)living up to the standards; 13)life imitates farce; 14)resignation; 15)intolerance; 16)downward spiral; 17)this
healing;
18)healing
our
nation;
19)respect
and
fairness
and
decency;
20)the
wisdom
and
the
courage
and
the
goodness

LESSON FOUR Finance

PART A

1.W: I see a new bookstore has just opened on Main Street.

M: It may be a new store, but the books are far from new.

Q: Which one of the following is true according to the man?

2. W: Alice has been spending a lot of time at the library lately.

M: Well. She's got a paper due and two final exams next week.

Q: What has Alice probably been doing?

3. W: It's going to cost a fortune to get my car fixed.

M: Why don't you just trade it in for a new one?

Q: What does the man suggest the woman do?

4. M: Winter is over at last. Time to pack up my gloves and boots.

W: I've been waiting for this for months.

Q: How do you interpret what the woman said?

5. W: How did the game go the other night? Did your team win?

M: Are you kidding? That would be a first.

Q: What does the man say about his team?

6. M: The tickets for that rock concert will go on sale next Saturday at five o'clock.

W: I heard that anyone who wants one had better get there sooner than that.

Q: What is the implication of the woman?

7. W: Your train will be ready for boarding in 15 minutes, Sir. Breakfast will be offered in the dinning car.

M: Good. I'll have just enough time to send a fax before leaving.

Q: What does the man plan to do next?

8. W: Shall I cut your hair for you?

M: No way. Last time you almost made me bald.
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Q: What can be known from the conversation?

9. M: So my advisor wants me to take the creative writing class that meets on Wednesday instead of the Monday
class, because the instructor for the Wednesday
class is supposed to be great. But that means I have to spend a
whole day on campus, every Wednesday.

W: Well, but…especially in creative writing, the instructor can make a big difference in how much you get out of
the class.

Q: What does the woman imply the man should do?

10.
M:
Would
you
like
to
try
the
new
sea
food
restaurant
tonight?
I
hear
it's
very
good.
W:
I
have
to
give
a
presentation tomorrow, and I need to do a trial run.

Q: What will the woman probably do tonight?

11. W: Ah-oh. Somebody left his wallet here.

M: See if there is some kind of identification in it.

Q: What does the man suggest the woman do?

12. W: Dr. Smith asked us to watch that special on the Civil War on TV this weekend. Do you want to come over
Saturday night?

M: Oh, I'm supposed to help my cousin move then. It's being rebroadcast on Sunday afternoon, though. Is that
OK for you?

Q: Why does the man suggest they should watch the TV programme on Sunday?

13. M: I don't know how I managed to break that platter. I'll be more than happy to buy you a new one.

W: Forget about it. Some things just can't be helped.

Q: What can be inferred about the woman , concerning the platter?

14. W: I wonder if there's a bus that goes by the museum.

M: The history museum on Main Street? Take one of these with 8-A on the front.

Q: What does the man mean?

15. M: It's pouring. We are never gonna make our flight if we don't leave soon.

W: Oh, don't worry so much. I'm sure we'll get there in plenty of time.

Q: What information can you get from the woman?

Part B

Passage I

The
GoldRush
One
day
in
1848,
a
remarkable
discovery
was
made
by
a
carpenter
named
Marshall.
He
happened to pick up some bright yellow particles from the water near his sawmill. Not knowing what they were,
he took them to his master Mr. Suffer. Sutter immediately realized the importance of the discovery and sent a man
to San Francisco to inform the govemor of it so that he could get permission to found a settlement on both banks of
the river. Unfortunately in the beginning, the man did not believe it. Only after a reporter from a weekly newspaper
went to Sutter's sawmill to make a report, did the news spread all over the USA, and even to Europe. Within a
month, thousands and thousands of people hurried towards California to search for the valuable metal. Soldiers
deserted the army, sailors left their ships and all sorts of people gave up their jobs so as not to miss the chance of
becoming rich. Large number of Europeans joined in the search, too. Crowds of people, ships and wagon trains
rushed to the same destination. This was the California Gold Rush. While this went on, families were broken up,
husbands were taken away
from their wives and children from their parents. On their way to California, lots of
worshippers of gold lost their lives before they got a single particle of it. Some of them ware killed in storms at sea;
some
could not
stand
the
extraordinary
hardships,
and
died of
hunger,
cold or illness.
The
Gold Rush proved
a
disaster
for
Sutter
himself.
For
years
he
tried
to
drive
the prospectors off
his
land
to
keep
the
entire
wealth
for
himself. The prospectors hated him very much, and did a great deal of damage to his business. All Sutter's houses
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were burned down and all his family, except for himself, were killed. At the end of his life, he became a beggar,
who continually stopped passers-by in the street to tell them that gold is the devil.

1. What lesson can we draw from this story?

2. When did the news of the gold discovery spread all over the USA?

3. Why were many families broken up and husbands taken away from their wives?

4. What happened to Mr. Sutter in the end according to the story?

5. What does the story tell us?

II. 1. In 1848.

2. He picked them up from the water near his sawmill

sent a man to San Francisco to inform the governor about it so that he would be allowed to search for them.

nds and thousands of people hurried towards California to search for the valuable metal.

5. They did much damage to his business, burned down his houses and killed his family.

Passage II. Functions of Money

There is an ancient rhyme about money
which goes like this:
many uses does money have? Four. A
means, a measure, a standard, a store.
and functions of money. Money is a means, it is a means of exchange. It enables us to exchange goods and services.
Things
valued
in
terms
of
money
become
commodities;
they
can
be
bought
and
sold.
Money,
whenever
it
is
available, provides the opportunity to obtain useful things or replace old things with new ones. The second thing
our rhyme tells us is that money is a measure. It serves as a measure of value. It enables us to measure the value of
all
kinds of
goods
and
services.
The
items
sold
by
a
large
store
may
be
very
different
from
each
other,
but
all
without exception can be measured by the same measuring rod, namely money. Two things which are not similar
in any way may have the same price. Thirdly, money is a standard of value. This means that money itself possesses
a value which can remain approximately constant. To serve as a standard, a thing or a substance must remain fixed
and unchangeable in comparison with other things. The amount of money in a country should vary, but it should
vary in a regular way. It should correspond to the quantity and value of goods and services available for exchange
and circulation in that country; if this quantity and value increases, the amount of money in circulation should be
proportionately increased. Finally, money is a
not go bad, though in times of
financial crisis it may lose some
of its value. It enables us to provide for
future
needs and situations. When we save money weekly or monthly and deposit it in a bank, our savings serve as a store
of value in general; they give us the opportunity to make our choices later instead of making them immediately.
When
we
store
money
we
store
the
power
to
choose
or
to
decide,
so
that
we
can
use
this
power
on
future
occasions.

1. How many functions does money have?

2. Why do we say that money is a means?

3. What is the main feature of commodities?

4. Which of the following is true according to the passage?

5. What happens to money in times of financial crisis?

II. 1. rhyme, e, features, functions measure of value. 3. similar, same price 4.
choose, decide, future occasions.

4

Passage III Credit Cards

Americans spend a lot of money in their daily lives. Working people spend money on transportation to and
from work and on various expenses throughout the day. Americans enjoy shopping and buy many things that they
need and want. They spend a lot of money on entertainment. They buy sports equipment, go to sporting events and
do many things that cost money. However, many Americans don't pay with cash or write checks for these things.
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More and more, they pay for things with credit cards. Credit cards are small, rectangular plastic cards. Banks give
these cards to their customers. When the customer buys something at a store, he shows his card at the store. This
authorizes
the
store
to
charge
the
bank
for
the
customer's
purchase.
The
bank
collects
all
the
charges
for
each
customer. Then once a month the bank requires the customer to pay all the charges for that month. The bank does
not force the customer to pay the full amount. It allows the customer to pay for the charges in several payments
over
a
period
of
time.
However,
the
bank
requires
the
customers
to
pay
high
interest
on
the
unpaid
part
of
the
charges. In this way the bank allows customers to buy things they can not afford at one time. People can use the
card to buy what they want and pay for it over a period of time. They also do not need to carry a lot of money.

Part D 1) hands, 2) success, 3) loyalty, 4) trumpet, 5) twilight, 6) rejoicing, 7) poverty, 8) fruitful, 9) maximum, 10)
shrink, 11) generation, 12) devotion 13) country 14) together, 15) freedom, 16) citizens, 17) strength, 18) reward,
19) judge, 20) blessing

LESSON FIVE Places to See in Britain

1.

W: How is your paper coming along? M: My typewriter's broken. Q: What does the man mean? 2. W: Have
you tried Susan's apple pie? M: I got the last piece and it was out of this world. Q: What does the man mean?
3.W: If you're staying late, Will you be sure to lock up the office when you leave? M: OK. I hope I won't be
more than an hour. Q: What does the man mean? 4. W: Nancy really wants to ski on Thursday. M: Yes. But
she can't, can she? Q: What does the man say about Nancy? 5. M: Let me help you with those packages. W:
Thanks. But it's only three quarters of a block. Q: What does the woman tell the man? 6. W: You know, Sally
was supposed to meet us here an hour ago. Maybe we should give her a ring. After all, she is the one who
organized the study session. M: You're right. I'll do it. Q: What will the man probably do? 7. M: Forgive the
mess in here. You see, we had a party last night. There were a lot of people. They all brought food, and the
leftovers were all over the place. W: Yeah, I can tell. Well I guess it's pretty obvious what you'll be doing most
of today. Q: What does the woman imply? 8. W: I'm worried about my jewelry business, I really thought I
could do better. M: At least, you broke even. That’s better than most people do in their first year. Q: What can
be inferred from the conversation? 9. W: I need to get in touch with Bill about tomorrow's presentation, but
his phone has been busy for the longest time. M: I usually have dinner with him in the cafeteria. Why don't I
ask him to give
you a
call later? Q: What
will the
man probably do? 10. M: Care for some
more dessert?
There's plenty of cake left. W: If I had any more, I'd be overdoing it. Q: What does the woman mean? 11. M:
This scarf is nice, but Debbie really wanted a sweater for her birthday. W: I know, but I didn't know her size.
Q: What can be inferred from the conversation? 12. M: Think you'll be able to finish sketching out the plans
for the election campaign by tomorrow or do you need some help? W: Well, there's so quite a bit to do but I'll
be able to pull everything together. Q: What does the woman mean? 13. W: About the concert tonight, it's
unlikely I'll be able to pick you up before seven. M: Well, we could just get together there instead. Q: What
does the man suggest they do? 14. M: Ah-oh, l burned your toast. I'll put in a couple more slices. W: No, don't
waste the bread. Just scrape off the burned part. It'll be fine. Q: What does the woman mean? 15. M: Weren't
you going to find out from the registrar if you have enough credits to graduate next semester? W: You're right.
I'd
better
get
over
there.
Their
hours
are
limited
and
they
can
get
pretty
busy.
Q:
What
will
the
woman
probably do? Passage I: The drive from England to Scotland provides the traveler with many pleasant changes
of scenery. As it is a fairly long journey, it is good to be able to travel with a friend who can take turns with
you at the wheel. A patriotic Scotsman traveling with English friends may tell them they are going to see, in
the Highlands, the finest scenery in the world. This may sound exaggerated, but on arriving in the Highlands
most people readily agree that the scenery is indeed magnificent. The Highlands are, as the name implies, the
hilly or mountainous region of the country; they form the greater part of the western half of Scotland. On the
first night in Scotland tourists may choose to put up at a hotel in the little town of Callander, which is known

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