[听力文本资源]The sun-powered aircraft Solar Impulse has finished its next-to-last flight, landing in Egypt’s capital, Cairo.It took off from the Spanish city of Seville at 04:20 a.m. GMT on Monday, taking just over 48 hours to make the trip. Its final stop is Abu Dhabi, where the challenge began in March 2015. The two pilots sharing flying duties will each take one more turn at the controls.Andre Borschberg did the Seville-Cairo stage, flying over the pyramids and the Sphinx at Giza before landing. Bertrand Piccard will complete the challenge by taking Solar Impulse back to the United Arab Emirates in the next few days, depending on the weather. Towards the end of the flight, it was the first time the plane’s battery levels had gone under 30%, mission managers said. They organised to land in Egypt, where they were greeted by the country’s ministers of aviation and energy, in the morning when the winds and temperatures were most favourable.Before taking off from Seville International Airport, Mr. Borschberg said he inevitably felt the emotion of making his last journey in the plane.It crossed seven countries, negotiating some busy air routes.For Mr. Piccard, reaching Egypt is an important milestone for the project he founded.Mr. Piccard and Mr. Borschberg have been working on the Solar Impulse project for more than a decade. Their plane is wider than a 747 jumbo jet but weighs just 2.3 tonnes.[听力文本资源]1. [听力文本资源] What is the news mainly about? [听力文本资源]A) A flight with busy air routes.B) The departure of a sun-powered plane.C) A trip of a zero-fuel plane with low battery level.D) The landing of the sun-powered plane in Cairo. 2. [听力文本资源] Where did the sun-powered plane take off? [听力文本资源]A) Egypt.B) Spain. C) Abu Dhabi.D) United States.3. [听力文本资源] What do we learn about the flight from the news? [听力文本资源]A) It took more than 38 hours to make the trip.B) Andre Borschberg completed the whole flight.C) The flight crossed nine countries.D) The ministers of aviation and energy in Egypt greeted the flight.

Electronic Teaching The potential of closed-circuit television and other new electronic leaching tools is so great that it is fascinating to visualize "the school of tomorrow". Televised lessons will originate from a central building having perhaps four or five master studios. The lessons will be carried into classrooms all over a city, or even an entire country. After a televised lesson has been given, the classroom teacher will take over for tire all-important "follow-up" period. The students will ask any troublesome questions, and difficult points will be cleared up through discussion. The teacher in the classroom will have additional electronic tools. On the teacher’s desk, the traditional chalk and erasers will have been replaced by a multiple-control panel and magnetic tape players. The tape machines will run pre-recorded lessons which pupils will follow by headphones. The lessons will be specifically geared to the students’ levels of ability. For instance, while the class as a whole studies history, each student will receive an individual history lesson, directed to his particular level of ability. Should question arise, the students will be able to talk directly to the teacher on individual intercoms without disturbing the rest of the class. In this way, the teacher will he able to conduct as many as three classes at the same time. With the rapid development of computer science, students will be aided with specially prepared multi-media software to study their subjects better. Homework will possibly be assigned and handed in via electronic mail system. Students can even take examinations on their computer linked with the teachers and get the score instantly. They will get certificates or diplomas if they pass all the required examinations. Experts believe that this type of education will be very popular in the years ahead.Computer teaching will help the study in the following ways except that (). A. teachers can give and collect homework using electronic mail system B. examinations can be conducted on computers better than on paper C. test scores can be obtained soon after the test is taken D. certificates or diplomas are required if the students want to pass the tests

Part IWriting(30 minutes)Directions:Suppose the university newspaper is inviting submissions from the students for its coming edition on a campus event that has impressed them most. You are now to write an essay for submission. You will have 30 minutes to write the essay. You should write at least underline(120 words) but no more than underline(180 words).

Something incredible is happening in a lab at Duke University’s Center for Neuroengineering--though, at first, it’s hard to see just what it is. A robot arm swings from side to side, eerily lifelike, as if it were trying to snatch invisible flies out of the air. It pivots around and straightens as it extends its mechanical hand. The hand clamp shuts and squeezes for a few seconds, then relaxes its grip and pulls back to shoot out again in a new direction. OK, nothing particularly astonishing here--robot arms, after all, do everything from building our cars to sequencing our DNA. But those robot arms are operated by software; the arm at Duke follows commands of a different sort. To see where those commands are coming from, you have to follow a tangled trail of cables out of the lab and down the hall to another, smaller room. Inside this room sits a motionless macaque monkey (短尾猿). The monkey is strapped in a chair, staring at a computer screen. On the screen a black dot moves from side to side; when it stops, a circle widens around it. You wouldn’t know just from watching, but that dot represents the movements of the arm in the other room. The circle indicates the squeezing of its robotic grip; as the force of the grip increases, the circle widens. In other words, the dot and the circle are responding to the robot arm’s movements, And the arm It’s being directed by the monkey. Did I mention the monkey is motionless Take another look at those cables. They snake into the back of the computer and then out again, terminating in a cap on the monkey’s head, where they receive signals from hundreds of electrodes buried in its brain. The monkey is directing the robot with its thoughts. For decades scientists have pondered, speculated on, and pooh-poohed the possibility of a direct interface between a brain and a machine--only in the late 1990s did scientists start learning enough about the brain and signal-processing to offer glimmers of hope that this science-fiction vision could become reality. Since then, insights into the workings of the brain--how it encodes commands for the body, and how it learns to improve those commands over time--have piled up at an astonishing pace, and the researchers at Duke studying the macaque and the robotic arm are at the leading edge of the technology. "This goes way beyond what’s been done before," says neuroscientist Miguel Nicolelis, co-director of the Center for Neuroengineering. Indeed, the performance of the center’s monkeys suggests that a mind-machine merger could become a reality in humans very soon. Nicolelis and his team are confident that in five years they will be able to build a robot arm that can be controlled by a person with electrodes implanted in his or her brain. Their chief focus is medical--they aim to give people with paralyzed limbs a new tool to make everyday life easier. But the success they and other groups of scientists are achieving has triggered broader excitement in both the public and private sectors. The Defense Advanced Research Projects Agency has already doled out 24 million to various brain-machine research efforts across the United States, the Duke group among them. High on DARPA’s wish list. mind-controlled battle robots, and airplanes that can be flown with nothing more than thought. You were hoping for something a bit closer to home How about a mental telephone that you could use simply by thinking about talking According to Nicolelis, the technology will be helpful in the following fields EXCEPT ______. A．industryB．medical fieldC．militaryD．daily life

Sex prejudices are based on and justified by the ideology (思想体系；思想意识) that biology is destiny. According to this ideology, basic biological and psychological differences exist between the sexes. These differences require each sex to play a separate role in social life. Women are the weaker sex both physically and emotionally. Thus, they are naturally suited much more so than men, to the performance of domestic duties. A woman’s place, under normal circumstances, is within the protective environment of the home. Nature has determined that women play care-taker roles, such as wife and mother and homemaker. On the other hand men are best suited to go out into the competitive world of work and politics, where serious responsibilities must be taken on. Men are to be the providers; women and children are “dependents”. The ideology also holds that women who wish to work outside the household should naturally fill these jobs that are in line with the special capabilities of their sex. It is thus appropriate for women, not men, to be employed as nurses, social workers, elementary school teachers, household helpers, and clerks and secretaries. These positions are simply an extension of women’s domestic role. Informal distinctions between “women’s work” and “men’s work” in the labor force, according to the ideology, are simply a functional reflection of the basic differences between the sexes. Finally, the ideology suggests that nature has worked her will in another significant way. For the human species to survive over time, its members must regularly reproduce. Thus, women must, whether at home or in the labor force, make the most of their physical appearance. So goes the ideology. It is, of course, not true that basic biological and psychological differences between the sexes require each to play sex-defined roles in social life. There is enough evidence that sex roles vary from society to society, and those role differences that do exist are largely learned. But to the degree people actually believe that biology is destiny and that nature intended for men and women to make different contributions to society sex-defined roles will be seen as totally acceptable. 72. Women’s place, some people think, is the protective environment of the home because _____. A. women can provide better care for the children B. women are too weak to do any agricultural work at all C. women are biologically suited to domestic jobs D. women can not compete with men in any field 73. According to the author, sex roles ________. A. are socially determined B. are emotionally and physically determined C. can only be determined by what education people take D. are biologically and psychologically determined 74. The author points out that the assignments of women’s roles in work. _________. A. are determined by what they are better suited to B. grow out of their position inside the home C. reflect a basic difference between men and women D. are suitable to them, but not to men 75. Which of the following is NOT true according to the passage? A. The division of sex-defined roles is completely unacceptable. B. Women’s roles in work are too limited at present. C. In one society, men might perform what is considered women’s duties by another. D. Some of the women’s roles in domestic duties can not be taken over by men.

CET62018061LC1(1) (单选题)1.A.It is a typical salad.B.It is a Spanish soup.C.It is a weird vegetable.D.It is a kind of spicy food.(2) (单选题)2.A.To make it thicker.B.To make it more nutritious.C.To add to its appeal.D.To replace an ingredient.(3) (单选题)3.A.It contains very little fat.B.It uses olive oil in cooking.C.It uses no artificial additives.D.It is mainly made of vegetables.(4) (单选题)4.A.It does not go stale for two years.B.It takes no special skill to prepare.C.It comes from a special kind of pig.D.It is a delicacy blended with bread.

When a customer fell deathly ill, waitress Jessica Grant called on a skill she never thought she’d need. The man eating chicken chimichangas at table 25 asked for more tortillas and a Dr Pepper. Jessica Shafer Grant, eight hours into a 12-hour double shift at Abuelo’s restaurant in Abilene, Texas, checked on her other customers, then made her way downstairs to the kitchen to place the order. Grant, 29, had recently moved to Abilene with her five-year-old daughter and was supplementing the income she earned as a dental assistant by waiting tables on weekends. In the restaurant’s courtyard, Walter Wheat, 74, signed his credit card bill and stood up to leave. He dropped his jacket and staggered. His wife, Doris, 67, and the dinner companion grabbed Wheat’s arms and brought him carefully to the floor. Then Wheat, who’d survived a heart attack eight years earlier, stopped breathing and stared up vacantly. Doris fell to her knees and leaned over her husband. "Daddy, breathe! Breathe! " A man who identified himself as a doctor shot up from a nearby table and rushed to Wheat’s side. Wheat’s skin was pale, and his lips were turning blue. A crowd of patrons gathered as the man placed his fingers on Wheat’s neck. He looked up and shook his head. Wheat had no detectable pulse. Doris turned to a nearby waitress. "Help my husband! " she cried. "Please! " Grant was coming down the stairs when she saw a crowd in the courtyard, with Doris sitting on the floor near the center of the group. Then Grant saw Wheat on the ground. She pushed her way in. "What’s going on" she asked. "He doesn’t have a pulse," the doctor said. Grant had learned CPR as part of her dental training, though she’d never had to use it before. "Can I give him mouth-to-mouth" she asked Doris. "Please! " The doctor backed away and left the restaurant before anyone got his name. Grant knelt by wheat’s head and bent close to listen for his breath. Then she felt for his pulse. Nothing. He looks pretty bad, she thought. He’s not going to make it. She began CPR anyway--I need to do that for him, she thought-- alternating between two consecutive bursts of mouth-to-mouth breathing and a series of chest compressions. Within a couple of minutes, bartender Jeff Womble was at Grant’s side. A nursing student, Womble wordlessly took over the chest compressions on Wheat. Soon the two workers had synchronized their efforts: Grant breathed into Wheat’s mouth, then counted as Womble launched into compressions. "One one-thousand, two one-thousand..." The restaurant was nearly silent. Some patrons prayed softly. Doris twisted a napkin in her hands, repeating to herself, "God, please don’t take him from me yet." Grant and Womble persisted for nearly ten minutes. Then Wheat gasped. Grant sat back and told Womble to stop. "Keep going! " someone shouted. "Why are you stopping" But Grant followed her instincts. "Let’s not mess with this," she instructed. "He’s breathing." The restaurant erupted into applause.What was Doris’ reaction when the doctor looked up and shook his head(). A. She lost hope for the husband’s recovery.B. She lost her senses and started citing.C. She criticized the doctor a fake one.D. She still cherished hope for her husband.

There are thirty sentences in this section. Beneath each sentence there are four words or phrases marked A, B, C and D. Choose one word or phrase that best completes the sentence. Mark your answers on your answer sheet.Agriculture is the country’s chief source of wealth, rice______by far the biggest cereal crop.A. isB. beenC. beD. being

One hundred years ago, "Colored" was the typical way of referring to Americans of African descent. Twenty years later, it was purposefully dropped to make way for "Negro." By the late 1960s, that term was overtaken by "Black." And then, at a press conference in Chicago in 1988, Jesse Jackson declared that" African American" was the term to embrace. This one was chosen because it echoed the labels of groups, such as "Italian Americans" and" Irish Americans, " that had already been freed of widespread discrimination.A century's worth of calculated name changes point to the fact that naming any group is a politically freighted exercise. A 2001study cataloged all the ways in which the term "Black" carried connotations (涵义) that were more negative than those of" African American."But if it was known that "Black" people were viewed differently from" African Americans, " researchers, until now, hadn't identified what that gap in perception was derived from. A recent study, conducted by Emory University's Erika Hall, found that "Black" people are viewed more negatively than "African Americans" because of a perceived difference in socioeconomic status. As a result, "Black" people are thought of as less competent and as having colder personalities.The study's most striking findings shed light on the racial biases permeating the professional world. Even seemingly harmless details on a resume, it appears, can tap into recruiters' biases. A job application might mention affiliations with groups such as the" Wisconsin Association of African-American Lawyers" or the "National Black Employees Association, "the names of which apparently have consequences, and are also beyond their members' control.In one of the study's experiments, subjects were given a brief description of a man from Chicago with the last name Williams. To one group, he was identified as "African-American, " and another was told he was "Black." With little else to go on, they were asked to estimate Mr. William's salary, professional standing, and educational background.The "African-American" group estimated that he earned about 37, 000 a year and had at two-year college degree. The "Black" group, on the other hand, put his salary at about ＄29, 000, and guessed that he had only "some" college experience. Nearly three-quarters of the first group guessed that Mr. Williams worked at a managerial level, while only 38.5 percent of the second group thought so.Hall's findings suggest there's an argument to be made for electing to use" African American, " though one can't help but get the sense that it's a decision that papers over the urgency of continued progress. Perhaps a new phrase is needed, one that can bring everyone one big step closer to realizing Du Bois's original, idealistic hope: "It's not the name-it's the Thing that counts."Why did Jesse Jackson embrace the term "African American" for people of African descent？A.It is free from racial biases.B.It represents social progress.C.It is in the interest of common Americans.D.It follows the standard naming practice.What does the author say about the naming of an ethnic group？A.It advances with the times.B.It is based on racial roots.C.It merits intensive study.D.It is politically sensitive.What do Erika Hall's findings indicate？A.Racial biases are widespread in the professional world.B.Many applicants don't attend to details on their resumes.C.Job seekers should all be careful about their affiliations.D.Most recruiters are unable to control their racial biases.What does Erika Hall find in her experiment about a man with the last name Williams？A.African Americans fare better than many other ethnic groups.B.Black people's socioeconomic status in America remains low.C.People's conception of a person has much to do with the way he or she is labeled.D.One's professional standing and income are related to their educational background.What is Dr. Du Bois's ideal？A.All Americans enjoy equal rights.B.A person is judged by their worth.C.A new term is created to address African Americans.D.All ethnic groups share the nation's continued progress.