[单项选择]

Everything has a name. All people, places, and things have names. For example, Jenny is the name of a student from England. England is the name of her country. Cities and towns have names, too. Schools and office buildings also have names. All things have names. For example, tomato, potato and bean are names of vegetables. Apple, orange and banana are names of fruits. Names are important.
We use names every day. When we meet a new person, we usually ask, "What’s your name" It is important to learn a person’s name. Most people have two names. Some people have more names. Names are different all over the world. In Jenny’ s class, Jenny must learn the names of students from all over the world. This is very difficult because the names are very different.
In the United States, most people have a first name, a middle name, and a last name. Parents choose the first and middle names for their baby. There are names for boys and names for girls.
A. There are many names all over the world.
B. The names in different countries are different.
C. Some names are very long, and some are very short.
D. Some people have nicknames.

[单项选择]

Everything has a name. All people, places, and things have names. For example, Jenny is the name of a student from England. England is the name of her country. Cities and towns have names, too. Schools and office buildings also have names. All things have names. For example, tomato, potato and bean are names of vegetables. Apple, orange and banana are names of fruits. Names are important.
We use names every day. When we meet a new person, we usually ask, "What’s your name" It is important to learn a person’s name. Most people have two names. Some people have more names. Names are different all over the world. In Jenny’ s class, Jenny must learn the names of students from all over the world. This is very difficult because the names are very different.
In the United States, most people have a first name, a middle name, and a last name. Parents choose the first and middle names for their baby. There are names for boys and names for girls.
A. It is very interesting to have a name.
B. It is very easy to be remembered.
C. It is very easy to be told from others.
D. Both B and C

[单项选择]

Passage Five Everything has a name. All people, places, and things have names. For example, Jenny is the name of a student from England. England is the name of her country. Cities and towns have names, too. Schools and office buildings also have names. All things have names. For example, tomato, potato and bean are names of vegetables. Apple, orange and banana are names of fruits. Names are important. We use names every day. When we meet a new person, we usually ask, "What’ s your name" It is important to learn a person’ s name. Most people have two names. Some people have more names. Names are different all over the world. In Jenny’ s class, Jenny must learn the names of students from all over the world. This is very difficult because the names are very different. In the United States, most people have a first name, a middle name, and a last name. Parents choose the first and middle names for their baby. There are names for boys and names for g
A. George, Linda, Susan.
B. Tom, Jill, Cindy.
C. Elizabeth, Lisa, Mary.
D. Peter, Jeff, Jack.

[单项选择]What we know of prenatal development makes all this attempt made by a mother to mold the character of her unborn child by studying poetry, art, or mathematics during pregnancy seem utterly impossible. How could such extremely complex influences pass from the mother to the child There is no connection between their nervous systems. Even the blood vessels of mother and child do not join directly. An emotional shock to the mother will affect her child, because it changes the activity of her glands and so the chemistry of her blood. Any chemical change in the mother’s blood will affect the child for better or worse. But we can not see how a looking for mathematics or poetic genius can be dissolved in blood and produce a similar liking or genius in the child.
In our discussion of instincts we saw that there was reason to believe that whatever we inherit must be of some very simple sort rather than any complicated or very definite kind of behavior. It is certain that no one inherits
A. We know nothing about prenatal development.
B. We know something about prenatal development.
C. It is impossible to mold the character of an unborn child.
D. Our knowledge of prenatal development makes character. molding impossibl

[单项选择]

Conversation 1

Which of the following places has the man not been to（）
A. North America.
B. Europe.
C. Asia.
D. Afric.

[单项选择]John has worked in all the following places EXCEPT（　）.
A. a book shop.
B. a paper factory.
C. a school.
D. a fastfood restaurant

[填空题]The government has never met a tougher problem.
This is ____________________.

[简答题]

The value which society places on work has traditionally been closely associated with the value of individualism and as a result it has had negative effects on the development of social security. (46) It has meant that in the first place the amount of benefits must be small lest people’s willingness to work and support themselves suffers. Even today with flat rate and earnings-related benefits, the total amount of the benefit must always be smaller than the person’s wages for fear of malingering, "The purpose of social security," said Huntford referring to Sweden’s comparatively generous benefits, "is to dispel need without crossing the threshold of prosperity." (47) Second, social security benefits are granted under conditions designed to reduce the likelihood of even the boldest of spirits attempting to live on the State rather than work. Many of the rules surrounding the payment of unemployment or supplementary benefit are fo