I AM IN CRITICAL CONDITION.的中文意思是：我船情况严重。

A. I AM MAKING WATER.

B. I AM IN CRITICAL CONDITION.

C. I AM IN DANGER OF CAPSIZING.

D. I HAVEDANGEROUS LIST.

enthusiast nor a critic but a realist. Realists have it hard: they don't have an easy rhetoric they can use, and they don't fit into the conventional "pro versus con" story frame. within which these disputes are narrated. I know people in both camps, though I admit that I find the extremists in the enthusiasts' camp much more insufferable than the extremists in the critics' camp.

In talking to both camps, I have noticed a pattern. Many people on both sides imagine themselves to be a small and embattled minority pushing up against the inertia of established institutions. The enthusiasts, many of them, are individual faculty and researchers who are depressed at the difficulty of persuading their institutions to support large-scale initiatives in this area, and at their colleagues who remain focused on their individual research topics and not on the urgent work of revolutionizing the institution to take advantage of the technology. The critics, many of them, are likewise individual faculty and researchers who see university administrations acting like corporations and entering into partnerships with corporations to create commercialized cyber universities with no regard for the faculty, or for what education really means. Although these views seem like opposites, they come remarkably close to both being right. I want to transcend what they have in common -- a sense of futility that derives from an inefficiency of imagination.

Not everyone fits these two patterns, of course. Some universities do have technology enthusiasts who are running significant programs online, for example degree programs that have students in Singapore. And a remarkable number of critically minded people have had a hand in shaping either the technology or their own institutions' use of it. Andrew Feenberg of San Diego State is an example; he did some the first, if not the very first, experiments with online teaching almost twenty years ago. Mike Cole at UC San Diego has been running classes at multiple UC campuses over video links. There are others. These people are not anti- technology; that is not what "critical" means to them. Rather, they want to ensure that the technology is used in a way that fits with serious ideas about education, so that the technology itself does not drive educational theory or practice.

Although I am friends with many people in this latter camp, my work does not fit into any camp. I do often use technology in interesting ways in my classes, but I am not trying to change the world by doing so. Instead, my work in this area is mainly analytical and normative. I want to sketch a structure of ideas from which we might work in reinventing the university in the wired world. I am not trying to shape technology in a direct way; rather, I want to shape imagination -- imagination not just about technology, but about the larger unit of analysis that includes both the technology itself and the institutions within which it is embedded.

My work is also distinct from the valuable community that conducts research on organizational informatics -- the institutional dynamics, largely cognitive and political in nature, that affect how information technology gets used in particular organizational contexts. These people focus squarely on the political processes that shape information technology: office politics, for example, or the politics that are shaping the development of online publishing, as in Rob Kling's current work at Indiana. Such work is thoroughly needed, but it's not what I'm doing. I'm focused on prescription and imagination -- not "how is it done？" but "how should it be done？". We often think of imagination as an escape from reality, but that's not what I mean. I want to develop a realistic imagination, one that is informed by the real dynamics of institutions, by the real grindings

A．They are unhappy with established institutions.

B．They are detached for individual faculty and researchers.

C．They are self-interested.

D．They embrace the commercialization of the university.

for 30 minutes. Before the meeting, the Premier instructed me to collect data to demonstrate China’s in addressing . Dr. McNutt arrived early. They had at the reception hall. The discussion went so well that neither realized had run out （） of this meeting impressed her even more. She later commented that all these sent strong as to how China sees as critical to its future well-being.

r Li Keqiang. This morning, he was scheduled to meet Marcia McNutt, 1 for 30 minutes. Before the meeting, the Premier instructed me to collect data to demonstrate China’s 2 in addressing 3 . Dr. McNutt arrived early. They had 4 at the reception hall. The discussion went so well that neither realized 5 had run out（） of this meeting impressed her even more. She later commented that all these sent strong 10 as critical to its future well-being.

ctions in Reader's Choice. The book contains many types of selection oil a wide variety of topics. These selections provide practice【22】using different reading strategies to extract the message of the writer. They I also give students practice in four basic reading skills: skimming, scanning, reading for【23】comprehension, and critical reading.

Skimming is quick reading for the general ideas of a passage. This kind of rapid reading is【24】when you are trying to decide if careful reading is desirable or when there is not time to read something carefully.

Like skimming,【25】is also quick reading. However, in this case the search is more focused. To scan is to read【26】in order to locate specific information. When you read to find a particular date, or number you are scanning.

Reading for thorough comprehension is【27】reading in order to understand the total meaning of the passage.【28】this level of comprehension the reader is able to summarize the author's ideas but has not yet made a critical evaluation of those ideas.

Critical reading demands that a reader【29】judgments about what he or she reads. This kind of reading requires posting and【30】questions such as "Does my own experience support that of the author？" , "Do I share the author's point of view？" And" Am I convinced by the author's arrangements and evidence ？"

(36)

A．used

B．using

C．to use

D．use

听力原文：W: Hi Peter! How are you doing these days？

M: Oh, I am trying to shift to another work．(19)And you know it seems very hard to find a job these days because it is a dead season for the employment．

W: That's too bad. Why did you leave your last job？

M: Well, (20)my boss is very critical, and the worst thing is that I can not see any chance of promotion in the company.

W: That makes sense. A job without opportunities and a critical boss isn't very attractive.

M: Exactly! So, anyway. I decided to quit and find a new job. (21)I sent out my resume to more than twenty companies. Unfortunately, I've only had two interviews so far.

W: Have you tried looking for a job online？

M: Yes, but so many of the jobs require moving to another city. I don't want to do that.

W: I can understand that. How about going to some of those networking groups？

M: I haven't tried those. What are they？

W: (22)They're groups of people who are also looking for work. They help each other discover new opportunities

M: That sounds great! I'll definitely try some of those.

W: I'm glad to hear that. So, what are you doing here？

M: Oh, I'm shopping for a new suit. I want to make the best impression possible at my job interviews!

W: There you go. That's the spirit. I'm sure things will look up for you soon.

(23)

A．Because he changes to another job.

B．Because he is not a good employee.

C．Because there are few job opportunities.

D．Because the job is not good enough.

read—ing selections in Reader's Choice．The book contains many types of selection on a wide varietyof topics．These selections provide practice ___23___ using different reading strategies to extractthe message of the writer．They also give students practice in four ___24___ reading skiUs：skim-ming，scanning，reading for___25___comprehension，and critical reading． Skimming is quick reading for the general ideas of a passage.This kind of rapid reading is___26___ when you are trying to decide if careful reading is desirable or when there is not time toread something carefully． Like skimming，___27___is also quick reading．However，in this case the search is more___28___．To scan is to read 29 in order to locate specific information，when you read to find a particulardate，or number you are scanning． Reading for thorough comprehension is ___30___ reading in order to understand the totalmeaning of the passage． ___31___ this level of comprehension the rea(ter is able to summarize theauthor’s ideas but has not ___32___ made a critical evaluation of those ideas． Critical reading demands that a reader ___33___ iudgments about what he or she reads．Thiskind of reading requires posting and ___34___ questions such as“Does my own experience sup—port ___35___ 0f the author？”，“Do I share the author's point of view？ ”and“Am I convinced bythe author's arrangements and evidence？” 根据以上内容，回答下列各题。

A.used

B.using

C.to use

D.use

ctions in Reader's Choice. The book contains many types of selection on a wide variety of topics. These selections provide practice【23】using different reading strategies to extract the message of the writer. They also give students practice in four【24】reading skills: skimming, scanning, reading for【25】comprehension, and critical reading.

Skimming is quick reading for the general ideas of a passage. This kind of rapid reading is【26】when you are trying to decide if careful reading is desirable or when there is not time to read something carefully.

Like skimming,【27】is also quick reading. However, in this case the search is more【28】. To scan is to read【29】in order to locate specific information, when you read to find a particular date, or number you are scanning.

Reading for thorough comprehension is【30】reading in order to understand the total meaning of the passage.【31】this level of comprehension the reader is able to summarize the author's ideas but has not【32】made a critical evaluation of those ideas.

Critical reading demands that a reader【33】judgments about what he or she reads. This kind of reading requires posting and【34】questions such as "Does my own experience support【35】of the author？", "Do I share the author's point of view？" and "Am I convinced by the author's arrangements and evidence？"

(41)

A．used

B．using

C．to use

D．use

“You ask me: what is poverty？ Listen to me. Here I am, dirty, smelly, and with no ‘proper’ underwear on and with the stench of my rotting teeth near you. I will tell you. Listen to me. Listen without pity. I cannot use your pity. Listen with understanding. Put yourself in my dirty, worn out, ill-fitting shoes, and hear me. "… Poverty is looking into a black future. Your children won’t play with my boys. They will turn to other boys who steal to get what they want. I can already see them behind the bars of their prison instead of behind the bars of my poverty. Or they will turn to the freedom of alcohol or drugs, and find themselves enslaved. And my daughter？ At best, there is for her a life like mine…” (From "What Is Poverty？" by Jo Goodwin Parker in J. Chaffee, ed., Critical Thinking, Thoughtful Writing, 2nd ed., 347-350) What perspective does the writer use to define poverty？

A、First-person narrator

B、Second-person narrator

C、Third-person narrator

D、None of the above

a) Ayer Federico…………………………….(volver) de su viaje a México y le………………………….(dar) a su novia Dolores, el regalo que………………….(comprar). b) Cuando Verónica ………………………….(llegar, en tiempo futuro)al cumpleaños de su mejor amigo, la fiesta………………….(terminar). c) Cuando Verónica llegó al cumpleaños, su mejor amiga ya………………….(apagar) las velitas de la torta. d) El martes pasado los bomberos…………………….(apagar) el incendio, mientras los vecinos…………………..(mirar) asombrados el siniestro. e) Como varios jugadores…………………(estar) lesionados, el DT se………………(preguntar) quiénes ………………..(integrar) el plantel titular el próximo domingo. f) Si me hubieras avisado con anticipación sobre la reunión, yo……………………….(hacer) lo imposible para ir. g) Aunque Santiago …………………..(estudiar) mucho para el examen, él no………………………(aprobar) la materia. h) Como Victoria……………………..(ahorrar) durante el año este verano……………..(viajar) a EEUU con sus amigas. i) En los próximos días, los presidentes de los países de América se…………………(reunir) en Bogotá para solucionar conflictos. j) En el instante en que Carolina…………..(llegar) a la casa de su novio……………………………….(descubrir) que él ya ……………..(preparar) la comida.