There are four questions, which is not from the discourse teaching？

A.be negligible.没有什么可值得一提的。

B.require development of a production budget that is forwarded to the Budget Department.编制生产预算递交预算部门

C.require development of a production budget after receiving the division’s projected sales forecast.在收到本分部的销售预测后，编制生产预算

D.require development of a production budget based on the prior year’s manufacturing activity.根据上一年度的制造活动编制生产预算

A.be negligible.没有什么可值得一提的。

B.require development of a production budget that is forwarded to the Budget Department.编制生产 预算递交预算部门

C.require development of a production budget after receiving the division’s projected sales forecast. 在收到本分部的销售预测后，编制生产预算

D.require development of a production budget based on the prior year’s manufacturing activity.根据 上一年度的制造活动编制生产预算

A.criticize the belief of manifest destiny

B.justify American westward expansion

C.explain why Americans expanded westwards

D.explain Americans' racism

Section B

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.

The belief that American expansion westward and southward was inevitable and just was first called manifest destiny by a Democrat, the newspaperman John L. O'Sullivan. The annexation(兼并) of Texas, O'Sullivan wrote in 1945, was" the fulfillment of our yearly multiplying millions. "Americans had thought similarly for decades, but during the 1840s they used expression to hurry the inevitable process along and to justify war and threats of war in the quest for more territory.

Americans had been hungry for new lands ever since the colonists first turned their eyes westward. Agrarian(农业的) Democrats saw the west as remedy for urbanization and industrialization. Enterprising Whigs looked to the new commercial opportunities the West offered. Both parities reflected the popular mood as the proportion of Americans living west of the Appalachians grew from one-quarter to one-half between 1830 and 1860.

A fierce national pride also pushed the quest for western laud. North or South, Whig or Democrat. Americans were convinced that theirs was the greatest country on earth, with a special rule to play in the world. What better evidence of such a role cold there be than expansion from coast to coast？

Americans also idealistically believed that westward expansion would extend American freedom and democracy. The occupation of new territory, they reasoned, would bring the benefits of America's republican system of government to less fortunate people. Of course such idealism was selfish, and it contained an undercurrent of racism as well. Indians were perceived as savages best removed from their homes east of the Mississippi and Central and South Americans were also seen as inferior peoples, fit to be controlled or conquered. Thus the same racism that justified slavery in the South and discrimination in the North supported expansion in the West.

Finally, the expansionist fever of the 1840s was fed by the desire to secure the nation from perceived external threats. Expansion, some believed, was necessary to preserve American independence.

The primary purpose of this passage is to ______.

A．criticize the belief of manifest destiny

B．justify American westward expansion

C．explain why Americans expanded westwards

D．explain Americans' racism

Part A

Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D . Mark your answers on ANSWER SHEET 1.

Aside from. perpetuating itself, the sole purpose of the American Academy and Institute of Arts and Letters is to "foster, assist and sustain an interest" in literature, music, and art. This it does by enthusiastically handing out money. Annual cash awards axe given to deserving artists in various categories of creativity: architecture, musical composition, theater, novels, serious poetry, light verse, painting, and sculpture. One award subsidizes a promising American writer's visit to Rome. There is even an award for a very good work of fiction that failed commercially—once won by kite young John.

Updike for The Poorhouse Fair and, more recently, by Alice Walker for In Love and Trouble The awards and prizes total about ＄750,000 a year, but most of them range in size from ＄5,000 to＄12,500, a welcome sum to many young practitioners whose work may not bring in that much money in a year. One of the advantages of the awards is that many go to the struggling artists, rather than to those who are already successful

Members of the Academy and Institute are not eligible for any cash prizes. Another advantage is that, unlike the National Endowment for the Arts or similar institutions throughout the world, there is no government money involved. Awards are made by committee. Each of the three departments, Literature (120 members), Art (83), Music (47), has a committee dealing with its own field. Committee membership rotates every year, so that new voices and opinions are constantly heard. The most financially rewarding of all the Academy-Institute awards are the Mildred arid Harold Strauss Livings. Harold Strauss, a devoted editor at Alfred A. Knopf, the New York publishing house, and Mildred Strauss, his wife, were wealthy and childless. They left the Academy4nstitute a unique be- quest: for five consecutive years, two distinguished (and financially needy) writers would receive enough money so that they could devote themselves entirely to "prose literature" (no plays, no poetry, and no paying job that might distract). In 1983, the first Strauss Livings of ＄35,000 a year went to short-story writer Raymond Carver and novelist-essayist Cynthia Ozick. By 1988, the fund had grown enough so that two winners, novelists Diane Johnson and Robert Stone, each got ＄50, 000 a year for five years.

What is the main idea of the passage？

A．Award -winning works of literature.

B．An organization that supports the arts.

C．Introduce some awards in literature and arts.

D．Public patrons of the arts.

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity: It can be seen and observed.

Learning to read involves all that each individual does to make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest (探索) for knowledge？ Smith has one principal rule for all teaching instructions. “Make learning to read easy, which means making reading a meaningful, enjoyable and frequent experience for children.”

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of leaning to read by reading.

第36题：The problem with the reading course as mentioned in the first paragraph is that ________.

A) it is one of the most difficult school courses

B) students spend endless hours in reading

C) reading tasks are assigned with little guidance

D) too much time is spent in teaching about reading

A.it is one of the most difficult school courses

B.students spend endless hours in reading

C.reading tasks are assigned with little guidance

D.too much time is spent in teaching of reading

Section B

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.

Born in 1830 in rural Amherst, Massachusetts, Emily Dickinson spent her entire life in the household of her parents. Between 1858 and 1862, it was later discovered, she wrote like a person possessed (着魔的), often producing a poem a day. It was also during this period that her life was transformed into the myth of Amherst. Withdrawing more and more, keeping to her room, sometimes even refusing to see visitors who called, she began to dress only in white—a habit that added to her reputation as an eccentric(古怪).

In their determination to read Dickinson' s life in terms of a traditional romantic plot, biographers have missed the unique pattern of her life'-her struggle to create a female life not yet imagined by the culture in which she lived. Dickinson was not the innocent, lovelorn(失恋的) and emotionally fragile girl sentimentalized by the Dickinson myth and popularized by William Luce' s 1976 play, the Belle of Amherst. Her decision to shut the door on Amherst society in the 1850's transformed her house into a kind of magical realm in which she was free to engage her poetic genius. Her seclusion(隔离)was not the result of a failed love affair, but rather a part of a more general pattern of renunciation through which she, in her quest for self sovereignty, carried on an argument with the puritan fathers, attacking with wit and irony their cheerless Calvinist doctrine(加尔文教学说), their stem patriarchal(家长的)God, and their rigid notions of "true womanhood".

Between 1858 and 1862 Emily Dickinson______.

A．was in mental disorder

B．was very productive in writing poem

C．was changed into a fairy in the myth

D．was locked inside the door by her father

Section B

Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.

So long as teachers fail to distinguish between teaching and learning, they will continue to undertake to do for children that which only children can do for themselves. Teaching children to read is not passing reading on to them. It is certainly not endless hours spent in activities about reading. Douglas insists that "reading cannot be taught directly and schools should step trying to do the impossible."

Teaching and learning are two entirely different processes. They differ in kind and function. The function of teaching is to create the conditions and the climate that will make it possible for children to devise the most efficient system for teaching themselves to read. Teaching is also public activity: It can be seen and observed.

Learning to read involves all that each individual does not make sense of the world of printed language. Almost all of it is private, for learning is an occupation of the mind, and that process is not open to public scrutiny.

If teacher and learner roles are not interchangeable, what then can be done through teaching that will aid the child in the quest for knowledge. Smith has one principal rule for all teaching instructions. "Make learning to read easily, which means making reading a meaningful, enjoyable and frequent experience for children."

When the roles of teacher and learner are seen for what they are, and when both teacher and learner fulfill them appropriately, then much of the pressure and feeling of failure for both is eliminated. Learning to read is made easier when teachers create an environment where children are given the opportunity to solve the problem of learning to read by reading.

The problem with the reading course as mentioned in the first paragraph is that ______.

A．it is one of the most difficult school courses

B．students spend endless hours in reading

C．reading tasks are assigned with little guidance

D．too much time is spent in teaching of reading

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B.解包文件目录\common\text\quest

C.解包文件目录\quest\rem

D.解包文件目录\quest\supp

A.探问,寻求

B.报价

C.离开