题目内容
（请给出正确答案）
What's Howell's reaction to the study's recommendations？
A．He is in favor of them.
B．He doubts about them.
C．He is strongly critical of them.
D．He is indifferent to them.
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听力原文：W: Hello？
M: Hey, it's John. I've got good news for you!
W: Really？ What's that？ Come on!
M: You know Tom？
W: Yeah, so what？
M: Tom wants to go out this weekend, so he can finally meet you! Can you make it Saturday night？
W: Hang on, let me look at my PDA. You know, my social calendar is very busy these days!
M: What a pity!
W: Just kidding! Sure, I can make it.
M: That's great! Why don't we meet at that cute little Indian restaurant on the corner of the 1st Avenue and Howell'？ You know the one？ It's called "Gold Pond".
W: Oh yeah, 1 know that one that you're talking about. I've been there before. It has really great food! What time shall we meet？
M: Let's meet at 5:30 on Saturday evening. That way, we can make it to the 7:45 show of that new animated comedy. You know the one'？ Tom and Jane decided they wanted to see that movie. They said that if wc were to pick out the restaurant, they'd pick out the movie.
W: OK. I don't have any problems with that logic! What are you going to wear？
M: I thought about a pair of khakis and a sweater. I don't think it will be too hot on Saturday.
W: Sounds good. I'll try to figure out what I'm going to wear and be my most charming self!
M: Don't worry about it! I know that Tom will like you! Jane has told Tom many great things about you, so he can't wait to meet you! See you Saturday night!
(20)
A．5:30 a.m.
B．7:45 a.m.
C．5:30 p.m.
D．7:45 p.m.
Howell believed the captain's failure to reduce speed was an irresponsible action.
A．TRUE
B．FALSE
C．NOT GIVEN
A.A. It was enjoyable to realize that Nature was always available for a courageous man to reac
B.B. It was enjoyable to realize that Nature had a fascinating power to satisfy man’s curiosity.
C.C. It made one happy to think that man would never be able to interfere with much of Natur
D.D. It made one happy to think that man could control Nature for as long as he like
Pearl S. Buck was almost a household word throughout much of her life time because of her prolific literary output, which consisted of some eighty-five published works, including several dozen novels, six collections of short stories, fourteen books for children, and more than a dozen works of nonfiction. When she was eighty years old, some twenty-five volumes were awaiting publication. Many of those books were set in China, the land in which she spent so much of her life. Her books and her life served as a bridge between the cultures of the East and the West. As the product of those two cultures she became, as she described herself, "mentally bifocal". Her unique background made her into an unusually interesting and versatile human being.
As we examine the life of Pearl Buck, we cannot help but be aware that we are in fact meeting three separate people, a wife and mother, an internationally famous writer, and a humanitarian and philanthropist (慈善家). One cannot really get to know Pearl Buck without learning about each of the three. Though honored in her lifetime with the William Dean Howell Medal of the American Academy of Arts and Letters in addition to the Nobel and Pulitzer prizes, Pearl Buck as a total human being, not only a famous author, is a captivating subject of study.
What is the main purpose of the passage？
A．To offer a criterion of the works of Pearl Buck.
B．To illustrate Pearl Buck's views on Chinese literature.
C．To indicate the background and diverse interests of Pearl Buck.
D．To discuss Pearl Buck's influence on the cultures of the East and the West.
听力原文：M: We're not allowed to pull off the road for a rest now.
W: But we can if we reach a special place about two kilometers.
What are they talking about？
A．What they can do.
B．Where to stop the ear.
C．What they are not allowed to do.
D．Where they can reach.
From the beginning of next year, anyone from an EEC country who comes here to live will be able to exchange his or her driving license for a British one-provided that apply within their first year of residence. The same provisions would apply to British people moving to other EEC countries. The regulations will not affect the present arrangement which enable visitors and new residents from other countries to drive here as ordinary license holders for up to a year on a foreign license.
Mr Howell plans minimum standards for health and driving tests which, lie says, provide a satisfactory basis for the exchange of license. Applicants for British licenses will have to meet the same medical standards as British drivers.
"We have taken special measures to safeguard standards as far as Heavy Good and Public Service Vehicles are concerned," said Mr Howell. "In addition to an appropriate license, applicants will have to supply proof of recent driving experience on suitable vehicles."
Mr Howell is seeking the comments of motoring and transport organizations on his proposals. But he has turned his back on one of the EEC Directive's plans for a photograph to be included in a common format of license. "We regard the inclusion of a photograph as incompatible with our concept of lifetime licensing and will not be using photographs in the UK license."
Other changes affecting driving licenses are to start on October 1. From that date, anyone who takes out a provisional license or a first full license will pay a fee of ￡ 10 which will cover the conversion of the provisional to a full license after passing the driving test. A fee of ￡3 will be payable for a duplicate license and for an exchange license (when an additional group of licences was added). And they will run until the holder's seventeenth birthday.
According to the Department of Transport, the average new driver takes out a provisional license twice before qualifying for a full license, at a total cost of Cc 9 under the current scales.
From October 1 also, provisional licenses to rise motor-bicycles (other than mopeds) will be limited to two years: anyone who has not passed both parts of the test within that period will have to wait one year before be can legally fide again.
From 1983, EEC drivers may drive in Britain ______.
A．if they apply for a British license immediately
B．when they arrive in the country
C．only if they are new residents
D．provided they are only visitors
OK, that's exaggerating—but only a little. Where parents see hours wasted in front of a screen, these scientists see potential. An FAS study released this week, titled "Harnessing the Power of Video Games for Learning, "reports that best-selling games are built in surprisingly pedagogical ways. Players improve at their own pace. Beating a level requires experimentation, failure and learning from mistakes. Most new games can be played online, requiring collaboration and leadership. Game play is precisely calibrated to balance challenge and progress. It's a stark contrast to a typical classroom in which one teacher tries to engage 30 students with printed information. "It's like hiring an individual tutor for every student," says FAS president Henry Kelly of using video games to teach. "There's a big argument going on now about whether kids are being tested too much or too little. In a game, you're continuously being tested and, you don't mind it."
Some commercial games are already being used in the classroom. The Civilization series lets users build empires in ancient Persia and other historical periods, and Roller Coaster Tycoon, where players construct a theme park, combines physics and business management. And the U. S. military makes extensive use of video simulations: the Army reports 7.6 million users have registered for America's Army, a training and recruiting game.
The report calls for a new generation of educational games that are as immersive and graphics-intensive as megabudget titles like Madden NFL 07 and Battlefield 2142. "When you show a child a traditional educational game, they'll roll their eyes," says Kay Howell, a coauthor of the study. "But I don't think they roll their eyes because it's learning; I think it's because there's such a huge and obvious gap in quality compared to what they play at home." The federal government, she says, should close that gap by underwriting new game-publishing houses.
But some educational observers find the video game recommendations too unorthodox. "This is really silly, "says Chester E. Finn, president of the Thomas B. Fordham Foundation, a K-12 education research group in Washington." Are they next going to propose government-funded studies of the educational value of comic books, reality TV shows and instant messaging？" Other critics contend the report's recommendations shouldn't be seen as a cure all. "We think it's a good idea that this stuff is being explored, "says Chad Colby, a spokesman for the Department of Education." People do tend to look at these things as silver bullets, or a fix in them selves, when it's really one tool out of many. "The larger problem with the federation's ideas, Colby says, is a lack of familiarity with how education funding works: only 8. 3 percent of the country's total education budget comes from the federal government, and most of that is targeted toward students in poverty.
The stndy's recommendations might be hard to implement: not all school districts have computers and networks capable of running high-end games. The FAS report calls for the production of games that can be Web-based and downloadable to PCs, but it might be less expensive to design games for the established consoles that many families already have at home. "These are technologies that kids and young adults are living with every day of their lives," says Howell. "Why do we expect？"
The Federation of American Scientists believes that
A．it is a waste of time to play video games.
B．some video games are beneficial to children.
C．such games as Half-Life 2 is unforgettable.
D．the function of some video games is exaggerating.
OK, that's exaggerating--but only a little. Where parents see hours wasted in front of a screen, these scientists see potential. An FAS study released this week, titled "Harnessing the Power of Video Games for Learning," reports that best-selling games are built in surprisingly pedagogical ways. Players improve at their own pace. Beating a level requires experimentation, failure and learning from mistakes. Most new games can be played online, requiring collaboration and leadership. Game play is precisely calibrated to balance challenge and progress. It's a stark contrast to a typical classroom in which one teacher tries to engage 30 students with printed information. "It's like hiring an individual tutor for every student," says FAS president Henry Kelly of using video games to teach. "There's a big argument going on now about whether kids are being tested too much or too little. In a .game, you're continuously being tested and you don't mind it."
Some commercial games are already being used in the classroom. The Civilization series lets users build empires in ancient Persia and other historical periods, and RollerCoaster Tycoon, where players construct a theme park, combines physics and business management. And the U. S. military makes extensive use of video simulations: the Army reports 7.6 million users have registered for America's Army, a training and recruiting game.
The report calls for a new generation of educational games that are as immersive and graphics-intensive as megabudget titles like Madden NFL 07 and Battlefield 2142. "When you show a child a traditional educational game, they'll roll their eyes," says Kay Howell, a coauthor of the study. "But I don't think they roll their eyes because it's learning; I think it's because there's such a huge and obvious gap in quality compared to what they play at home." The federal government, she says, should close that gap by underwriting new game-publishing houses.
But some educational observers find the video game recommendations too unorthodox. "This is really silly," says Chester E. Finn, president of the Thomas B. Fordham Foundation, a K-12 education research group in Washington. "Are they next going to propose government-funded studies of the educational value of comic books, reality TV shows and instant messaging？" Other critics contend the report's recommendations shouldn't be seen as a cure all. "We think it's a good idea that this stuff is being explored," says Chad Colby, a spokesman for the Department of Education. "People do tend to look at these things as silver bullets, or a fix in themselves, when it's really one tool out of many." The larger problem with the federation's ideas, Colby says, is a lack of familiarity with how education funding works: only 8.3 percent of the country's total education budget comes from the federal government, and most of that is targeted toward students in poverty.
The study's recommendations might be hard to implement: not all school districts have computers and networks capable of running high-end games. The FAS report calls for the production of games that can be Web-based and downloadable to PCs, but it might be less expensive to design games for the established consoles that many families already have at home. "These are technologies that kids and young adults are living with every day of their lives," says Howell. "Why do we expect？"
The Federation of American Scientists believes that ______.
A．it is a waste of time to play video games.
B．some video games are beneficial to children.
C．such games as Half-Life 2 is unforgettable.
D．the function of some videogames is exaggerating.
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