In our class, some male students are fond of football ______the rest of them are fond of basketball.

Passage Five

In every language there are two great classes of words which, taken together, consist of the whole vocabulary. First, there are those words with which we become acquainted in daily conversation, which we learn, that is to say, from the members of our own family and from our familiar associates, and which we should know and use even if we could not read or write. They concern the common things of life, and are the goods in trade of all those who speak the language. Such words may be called "popular", since they belong to the whole people; and are not the exclusive possession of a limited class.

On the other hand, our language includes a large number of words which are comparatively seldom used in ordinary conversation. Their meanings are known to every educated person, but there is little occasion to use them at home or in the market-place. Our first acquaintance with them comes not from our mother's lips or from the talk of our school-mates, but from books that we read, lectures that we bear, or the more formal conversation of highly educated speakers who are discussing some particular topic in a style. raised above the habitual level of everyday life. Such words are called "learned". And the distinction between them and "popular" words is of great importance to a right understanding of the language.

51. One class of words can be learned ______.

A. through everyday life

B. without too much practice

C. from popular songs

D. with a dictionary in one's hand

cute. Salaries here have barely moved since 2000, and the average assistant professor's pay has fallen below that at Southern West Virginia Community and Technical College. On a campus with just 86 full-time faculty, a sociology professor said, a few hundred thousand dollars more spent on teaching could make a real difference.

Wesleyan President William Haden says the college plans to raise faculty pay. But he says Wesleyan is nothing without students—"they vote with their feet"—and the college has no choice but to address their wants and needs. He says technology has been a big part of that, and some recent graduates agree that it's valuable—though maybe not essential. Daniel Simmons, a 1999 graduate and also a middle-school teacher, praised the technology program. "If I had gone to another school it wouldn't have been available to me," he said. "It was very convenient and it was top of the line."

But as with the faculty, the quality of human instructors is a big concern among Wesleyan alumni. "A little bit more money should have been put into keeping people," said Evan Keeling, a 2002 graduate now pursuing a doctorate at the University of Virginia. He found the quality in the classroom uneven, and, notably, neither he nor the Daniel Simmons came to Wesleyan because of technology. The program was a bonus, not the primary draw. Skinner, the director of admission and financial planning, acknowledged that seems widely true. Prospective students pay more attention to more tangible signs of growth. "It did open some doors for us, but would I have liked to have had a new residence hall or recreational facility？ I probably would have preferred that," Skinner said. His daily struggle remains filling the freshman class, which may be down 50 people or more this year, due to changes in government financial aid programs and the shuttering of the nursing program. The college still accepts about 80 percent of its applicants, and no longer requires online applications.

Haden acknowledges that, with the benefit of hindsight, he might have handled details of how the program was financed differently. But he makes no apologies for taking bold steps which he says have indeed set Wesleyan apart. "We needed to make a statement about our commitment to technology and our belief that it would enhance the quality of education and the preparation of our students," he said.' "And I'm still believing that."

Faculties in Wesleyan have lower salaries mainly because the college

A．invests too much in the technology program.

B．spends a great deal in achieving tangible growth.

C．fails to attract enough students to fill its classrooms.

D．cannot get enough government financial aid.

fice？

Lester: Well, we can move in any time after July first, but moving in and actually getting started are two different things.

Wendy: Good point．Anyway, I have our new marketing manager, Helen Parker, helping us set up.

Lester: What is she doing？

Wendy: She's overseeing the purchase of equipment and so forth.

Lcster: Does she have a background in that sort of thing？

Wendy: As a matter of fact, it turns out she practically ran her last company , from marketing to finance.

Lester: I'm looking forward to meeting her.

Wendy: Have you begun to investigate factories？ I'm so glad we aren't going to try to run our own factory at first.

Lester: Yes, I've started．And I've found some good people for R and D, too．Then there are the art people designing our logos.

Wendy: Oh, no ! Millions of details: logos, slogans, letterhead, name cards…

Lester: You thought setting up a company was going to be easy？

d permanently to the world of cables and hard-wired connections suddenly were sprung free, and the possibilities seemed endless. Entrenched monopolies would fall, and a new uncabled era would usher in a level of intimate contact that would not only transform. business but change human behavior. Such was the view by the end of that groundbreaking decade—the 1890s.

To be sure, the wild publicity of those days wasn't all hot air. Marconi's "magic box" and its contemporaneous inventions kicked off an era of profound changes, not the least of which was the ad vent of broadcasting. So it does seem strange that a century later, the debate once more is about how wireless will change everything. And once again, the noisy confusion is justified. Changes are on the way that are arguably as earth shattering as the world's first wireless transformation.

Certainly a huge part of this revolution comes from introducing the most powerful communication tools of our time. Between our mobile phones, our BlackBerries and Treos, and our Wi-Fi (Wireless Fidelity) computers, we're always on and always connected—and soon our cars and our appliances will be, too. While there has been considerable planning for how people will use these tools and how they'll pay for them, the wonderful reality is that, as with the Internet, much of the action in the wireless world will ultimately emerge from the imaginative twists and turns that are possible when dig ital technology trumps the analog mindset of telecom companies and government regulators.

Wi-Fi is itself a shining example of how wireless innovation can shed the tethers of conventional wisdom. At one point, it was assumed that when people wanted to use wireless devices for things other than conversation, they'd have to rely on the painstakingly drawn, investment-heavy standards adopted by the giant corporations that earn a lot through your monthly phone bill. But then some re searchers came up with a new communications standard exploiting an unlicensed part of the spectrum. It was called 802.11, and only later sexed up with the name Wi-Fi.

Though the range of signal was only some dozens of meters, Wi-Fi turned out to be a great way to wirelessly extend an Internet connection in the home or office. A new class of activist was born: the bandwidth liberator, with a goal of extending free wireless Internet to anyone venturing within the range of a free hotspot. Meanwhile, Apple Computer seized on the idea as a consumer solution, others followed and now Wi-Fi is as common as the modem once was.

Wireless technology is introduced as

A．an important fruit in daily life.

B．a supplement to cable communications.

C．the opening of a new uncabled era.

D．a new type of monopoly.

It is absolutely ______ that our class will win the game.

A．sure

B．exact

C．right

D．certain

Already the class is ______ about who our new teacher will be.

A．foreseeing

B．contemplating

C．speculating

D．fabricating

Part A

Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)

Permit me first to thank our Chinese hosts for your extraordinary arrangements and hospitality. My wife and I, as well as our entire party, are deeply grateful. In the short period of six days, we have gone a longer distance than the Long March. We have acquired a keen sense of the diversity, dynamism, and progress of China under your policies of reform. and opening to the outside world.

More than eight years have passed since vice premier Deng Xiaoping and I joined hands to establish full diplomatic relations between our two great nations. Our hope and vision was to forge a Sino-American relationship which would contribute to world peace and the welfare of our two peoples. I personally looked upon the forging of firm Sino-American ties as a historically significant experiment.

We faced the question in 1978, as to some extent we still do today: Can two nations as different as ours—yours one of the oldest civilizations on earth, mine one of the youngest; yours a socialist state and mine committed to capitalism; yours a developing country and mine a developed one—can two nations surmount and indeed draw upon these differences to build an unprecedented and distinctive relationship in world affairs？ If we are successful, in one great step our two nations will have been able to ease one of the greatest sources of tension in international affairs: that between the developing and developed worlds. We still have a long way to go, and it is still too early to conclude that our experiment will culminate in success, but certainly the results of the first ten years are promising. Sino-American ties have become extensive, affecting all aspects of our national lives: commerce, culture, education, scientific exchange and our separate national security policies.

I'm most proud of the large number of Chinese students being educated in our country—now about 18000. I teach some of them and see the benefits that come from this exchange. At the same time, we are learning valuable lessons from you. Nonetheless, problems remain in our economic, educational and strategic relations.

As a private American citizen I recognize that many of the burdens and opportunities of our relationship have now passed to the non-governmental sectors of our two societies: to individuals, our corporations, universities, research institutes, foundations, and so on. There is no doubt that Sino-American relations have reached a new stage. In this context, it is important for our two societies to search for areas of cooperation which clearly add to our mutual benefit.

In that regard, I'm delighted that Global 2000-BCCI is launching two projects in the area of public health. Although ours is relatively quite small, such activities, when combined with our common foreign policy interests and a growing commercial relationship, should help to remove the lingering fragility in Si- no-American relations.

By saying "...we have gone a longer distance than the Long March" in the first paragraph, the speaker intends to______.

A．show that their visit is more important than the Long March

B．show that they are very busy during the visit

C．inform. the audience of his tiresome feeling of his long distance travel

D．emphasize the success his visit to China

Some of the students in his class seem ______ to do their assignments.

A．boring

B．interesting

C．tiring

D．unwilling

ounding university entrance procedures brings criticism over Britain's educational performance.

The Education and Employment Secretary is worried that continuing uncertainty over a levels in particular will undermine the Government's drive to meet ambitious targets for improvement. She postponed an announcement until this year's candidates had received their results, but is now determined to clear the air.

Mrs. Shepard's main advisers on schools have already asked her to sanction a 100,000 research project, comparing papers over the past 20 years. But she is expected to go further.

Reports of universities admitting A-level failures to foundation courses will be referred to officials carrying out a review of higher education. Further research will focus on school examinations.

Mrs. Shepard returned {mm holiday last week to find critics chiming that a seventh successive rise in pass rates indicated falling standards at A level, while new vocational equivalents had an alarming drop-out rate. Since then, she has become embroiled in controversy over higher education admissions, insisting that it was not the role of universities to prepare students for degree courses.

Yesterday a retired mathematics lecturer said he had been ordered to admit students to a foundation course after rejecting: them for a degree, David Smalley, who teaches part-time at Brunel University in west London, said many of the students who were accepted subsequently would never be capable of degree-level mathematics.

Mr. Smalley said a course for those without the necessary grades to study science had been set up earlier than planned when undergraduate recruitment dried up. He had been told to approach potential students from a pile of rejected applications.

A university spokeswoman said students entering Brunel's foundation courses in science and engineering had an average of two Cs at A level, enough to win a place on many degree courses. Half of the first in take in engineering secured upper second class degrees alter passing the foundation year.

But Mr. Smalley said he was convinced standards had plummeted since the introduction of pre-degree courses. "We have had one or two success stories on them, but others could not add fractions. Some of the work would make your hair curl".

Ian Wood, who set up Brunel's first foundation course, m engineering, said some older lecturers found it difficult to adapt to teaching less able students. He added: "This year 26 students out of 60 got through a foundation year and one ended up with a first-class degree. I am sure there are spurious courses elsewhere put on just to bump up numbers, but our standards are high".

The Higher Education Funding Council for England said it had no reason to question standards on foundation courses.

Who is Gillian Shepard？

A．She is an official.

B．She is president of a university.

C．She is an educator.

D．She is president of a country.

______students in our class is fifty.

A．A number of

B．The number of

C．A great number of

D．Number of