technology, we have been able to increase greatly the efficiency of our work force. New
machines and new methods have helped cut down time and expense while increasing overall
output. This has meant more production and a higher standard of living. For most of us in
America, modern technology is thought of as the reason why we can have cars and television
sets. However, technology has also increased the amount of food available to us, by means of
modern farming machinery and animal breeding techniques, and has extended our life span via
(通过) medical technology.
Will mankind continue to live longer and have a higher quality of life? In large measure the
answer depends on technology and our ability to use it widely. If we keep making progress as
we have over the past fifty years, the answer is definitely yes. The advancement of technology
depends upon research and development, and the latest statistics(统计) show that the United
States is continuing to pump billions of dollars annually(每年) into such efforts. So while we are
running out of some scarce resources(少的资源) we may well find technological substitutes
(代用品)for many of them through our research programs.
Therefore, in the final analysis the three major factors of production(land, labor and capital)
are all influenced by technology. When we need new skills, on techniques in medicine, people
will start developing new technology to meet those needs. As equipment proves to be slow or
inefficient, new machines will be invented. Technology responds to our needs in helping us
maintain our standard of living.
B. Modern technology
C. The application of technology
D. The development of technology
B. The three major factors of production (land, labor and capital) are all influenced by technology.
C. Technology is the response to our needs.
D. The United States is making great efforts to advance its technology.
B. medical technology
C. modern farming machinery
D. technological substitute
The trip to that city was eye opening for everyone,and near its end,all the young people
in our group began to reflect on what it had meant.We 1 the first night we had arrived.
We had all gone into the markets of the city 2 the young people could experience its
energy.But what we actually saw simply 3 us all-the rundown houses,the children in rags,
the people begging for money...Walking home, 4 under a low bridge,we came across 5
families of homeless people seeking a bit of dry ground to sleep on 6 the night.We had to
step over bodies as we found our way through the darkness.
The poverty (贫困) was 7 than anything my young companions had ever imagined.Back
in the hotel,an air of sadness settled over the group.Many 8 and cried.Spending time in this
9 moves a person to care about humanity.
That evening,our group spent hours talking about what we had 10 .Gently,I encouraged
everyone to talk about the difficult 11 that day"s discoveries had inspired. Sitting together
12 a circle as everyone had a chance to speak,we all began to realize that 13 of us was
alone in our struggle to cope with our reactions.
Based on my 14 in poverty stricken areas,I suggested that 15 the emotions we had
were painful,they could also be important in helping us to move forward.We all 16 that we
had seen things that should never be allowed to happen. 17 ,what could we do about it?
Together,we began to brainstorm ways we could help to ease the 18 we had seen.As I
encouraged group members to focus on 19 they could do,a sense of determination 20
the previous sadness.Instead of despair,these young people began to feel a call to action.
( )2.A.now that
( )3.A.puzzled
( )4.A.marching
( )5.A.entire
( )6.A.beyond
( )7.A.stronger
( )8.A.gave up
( )9.A.environment
( )10.A.inspected
( )11.A.feelings
( )12.A.along
( )13.A.neither
( )14.A.experiences
( )15.A.once
( )16.A.supposed
( )17.A.Surely
( )18.A.burden
( )19.A.how
( )20.A.replaced
B.so that
B.annoyed
B.running
B.normal
B.with
B.deeper
B.broke down
B.hotel
B.attempted
B.decisions
B.around
B.either
B.schedules
B.while
B.advised
B.Rather
B.suffering
B.where
B.changed
C.as if
C.embarrassed
C.passing
C.average
C.till
C.worse
C.set off
C.house
C.witnessed
C.thoughts
C.by
C.none
C.data
C.since
C.confirmed
C.Now
C.anxiety
C.what
C.covered
D.even if
D.shocked
D.moving
D.general
D.for
D.less
D.held on
D.background
D.challenged
D.impressions
D.in
D.each
D.position
D.unless
D.agreed
D.Indeed
D.difficulty
D.when
D.improved
all students must 1 sixty hours of service learning, 2 they will not receive a diploma.Service
learning is academiclearning that also helps the community. 3 of service learning include cleaning
up a polluted river,working in a soup kitchen,or tutoring a student. 4 a service experience,
students must keep a journal(日志)and then write a 5 about what they have learned.
Supporters claim that there are many 6 of service learning.Perhaps most importantly,students
are forced to think 7 their own interests and become 8 of the needs of others.Students a
re also able to learn real life skills that 9 responsibility,problems olving,and working as part
of a team. 10 ,students can explore possible careers 11 service learning.
For example,if a student wonders what teaching is like,he or she can choose to work in an
elementary school classroom a few afternoons each month. 12 there are many benefits,
opponents(反对者) 13 problems with the new requirement.First,they 14 that the main
reason students go to school is to learn core subjects and skills.Because service learning is
time consuming,students spend 15 time studying the core subjects.Second,they believethat
forcing students to work without 16 goes against the law.By requiring service,the school
takes away an individual’s freedom to choose.
In my view,service learning is a great way to 17 to the community,learn new skills,and
explore different careers. 18 ,I don’t believe you should force people to help others-the
19 to help must come from the heart.I think the best 20 is one that gives students choices:
a student should be able to choose sixty hours of independent study or sixty hours of service.
Choice encourages both freedom and responsibility,and as young adults,we must learn to handle
both wisely.
( )2.A.and
( )3.A.Subjects
( )4.A.With
( )5.A.diary
( )6.A.courses .
( )7A.beyond
( )8.A.careful
( )9.A.possess
( )10.A.Gradually
( )11.A.through
( )12.A.So
( )13.A.deal with
( )14.A.argue
( )15.A.much
( )16.A.cost
( )17.A.contribute
( )18.A.Therefore
( )19.A.courage
( )20.A.decision
B.gain
B.or
B.Ideas
B.Before
B.report
B.benefits
B.about
B.proud
B.apply
B.Finally
B.across
B.Thus
B.look into
B.doubt
B.full
B.pay
B.appeal
B.Otherwise
B.desire
B.purpose
C.but
C.Procedures
C.During
C.note
C.challenges
C.over
C.tired
C.include
C.Luckily
C.of
C.Since
C.point out
C.overlook
C.less
C.care
C.attend
C.Besides
C.emotion
C.solution
D.for
D.Examples
D.After
D.notice
D.features
D.in
D.aware
D.develop
D.Hopefully
D.on
D.While
D.take down
D.admit
D.more
D.praise
D.belong
D.However
D.spirit
D.result
Within a few short years, girls in Europe have be－come heavier smokers than boys according to a
British study presented (递交) last week to an international conference on smoking.
Antismoking activists (积极分子) at the second Tobacco or Health conference in the Canary Islands
pointed out that while adults were giving up smoking in ever growing numbers, more and more young
people were taking up the habit, particularly girls.
One in four 15-year-olds is a regular smoker, according to a study made in 27 countries in Europe
and the United States, Canada and Israel-by Edinburgh University together with the World Health
Organization.
In Western Europe, girls were more likely than boys to smoke. In Germany or in England, one third of
the girls were smokers compared to one in four boys. In Eastern Europe, the girls "still fall behind" those in the Western Europe, but were "catching up" quickly, said the study.
The study dealt with the behavior of 15-year-olds in seven European countries over four-year period
between 1986 and 1998.
The percentage of young women smoking went from 17 percent to 36 percent in Austria, from 17
percent to 28 percent in Norway, from 21 percent to 28 percent in Hungary.
In the seven countries and regions-Austria, Fin－land, Hungary, Norway, Sweden, Switzerland and
Wales-more girls smoked than boys in 1998, with the exception of Hungary.
B. the World Health Organization
C. Oxford University
D. Edinburgh University and the World Health Or－ganization
B. Austria
C. Hungary
D. Sweden
B. report something interesting happened in England
C. describe the present condition of Europe smokers
D. warn young people around the world against smoking
A differen
t sort of generation gap is developing in the workplace. Someone - specifically the father-daughter team of Larry and Meagan Johnson - has figured out that on some American job sites, five
generations are working side by side.
In their new book about generations in the workplace the pair argue that while such an age difference
adds a lot of texture and a variety of life experiences, it can also bring tensions and conflicts.
The Johnsons are human-resource trainers and pubic speakers. Dad Larry is a former health-care
executive; daughter Meagan is a onetime high-level sales manager.
Here are the oldest and youngest of the five generations they identify: They call the oldest group Traditionals, born before 1945. They were heavily influenced by the
lessons of the Great Depression and World War. They respect authority, set a high standard of
workmanship, and communicate easily and confidently. But they’re also stubbornly independent. They
want their opinions heard.
At the other extreme are what the Johnsons call Linksters, born after 1995 into today"s more
complicated, multimedia world. They live and breathe technology and are often social activists.
You won"t find many l5-year olds in the offices of large companies, except as volunteers, of course,
but quite old and quite young workers do come together in sales environments like bike shops and ice
cream stores.
The Johnsons, Larry and Meagan, represent a generation gap themselves in their work with jobsite
issues. The Johnsons" point is that as the average lifespan continues to rise and retirement dates get
delayed because of the tight economy, people of different generations are working side by side, more
often bringing with them very different ideas about company loyalty and work values.
The five generations are heavily influenced by quite different events, social trends, and the cultural
phenomena of their times. Their experiences shape their behavior and make it difficult, sometimes, for
managers to achieve a strong and efficient workplace.
Larry and Meagan Johnson discuss all this in greater detail in a new book, "Generations, Inc. : From
Boomers to Linksters - Managing the Friction Between Generations at Work, "published by Amacom
Press, which is available in all good bookstores from this Friday.
B. among family members
C. among employees
D. between older and newer companies
A. They"ve learned much from war and economic disaster.
B. They"re difficult to work with as they are stubborn.
C. They respect their boss and hope to be respected.
D. They"re independent workers with great confidence.
B. i
nfluenced by multimedia and technology C. enthusiastic multimedia activists
D. ice cream sellers
B. many young people are entering the workforce
C. employees with different values can benefit their companies
D. retirement dates are being delayed for economic reasons
B. To describe the five different workplace generations.
C. To introduce the Johnsons" research about diverse workforces.
D. To identify a major problem in modern workforces.
bill last month really grabbed my attention. My son had come up to nearly 2,000 incoming text
messages, and had sent nearly as many. Of course, he was out of school for the summer and
communicating more with friends from a distance. Nevertheless, he found time to hold down a
summer job and complete a college course in between all that typing with his thumb.
I was even more surprised to learn that my son is normal. Teenagers with cellphones each
send and receive 2,272 text messages a month on average, Nielsen Mobile says.
Some experts regret that all that keyboard jabber is making our kids stupid, unable to read
nonverbal cues such as facial expressions, gestures, posture and other silent signals of mood
and attitude. Unlike phones, text messaging doesn"t even allow transmission of tone of voice or
pauses, says Mark Bauerlein author of a book called The Dumbest Generation: How the Digital
Age Stupefies Young Americans and Jeopardizes (危害) Our Future.
Beyond that, though, I"m not sure I see as much harm as critics of this trend. I"ve posted before
on how I initially tried to control my kids" texting. But over time, I have seen my son suffer no
apparent ill effects, and he gains a big benefit, of easy, continuing contact with others.
I don"t think texting make kids stupid. It may make them annoying, when they try to text and
talk to you at the same time. And it may make them distracted, when buzzing text messages
interrupt efforts to noodle out a math problem or finish reading for school.
But I don"t see texting harming teens" ability to communicate. My son is as accustomed to
nonverbal cues as any older members of our family. I have found him more engaged and easier
to communicate with from a great distance, because he is constantly available via text message
and responds with faithfulness and speed.
B. Absentminded.
C. Comfortable.
D. Badtempered.
B. For Parents, Caring Much for Their Kids
C. Advantages and Disadvantages of Texting
D. The Effect of Communication
B. It is likely to cause trouble in understanding each other.
C. It is convenient for teens to text and call at the same time.
D. It will cause damage to the development of intelligence.
B. opposed
C. supportive
D. doubtful
B. Texting is a very popular way of communication among teens.
C. Parents don"t mind teens" texting and talking at the same time.
D. The writer limited his son to sending or receiving text messages at first.
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