1、江苏省如皋中学20112012学年度第一学期质量检测高二英语（国际班）Part I Reading Comprehension (Skimming and Scanning) (15 minutes)Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For
2、 questions 8-10, complete the sentences with the information given in the passage.Minority ReportAmerican universities are accepting more minorities than ever. Graduating them is another matter.Barry Mills, the president of Bowdoin College, was justifiably proud of Bowdoins efforts to recruit minori
3、ty students. Since 2003 the small, elite liberal arts school in Brunswick, Maine, has boosted the proportion of so-called under-represented minority students in entering freshman classes from 8% to 13%. It is our responsibility to reach out and attract students to come to our kinds of places, he tol
4、d a NEWSWEEK reporter. But Bowdoin has not done quite as well when it comes to actually graduating minorities. While 9 out of 10 white students routinely get their diplomas within six years, only 7 out of 10 black students made it to graduation day in several recent classes.If you look at who enters
5、 college, it now looks like America, says Hilary Pennington, director of postsecondary programs for the Bill & Melinda Gates Foundation, which has closely studied enrollment patterns in higher education. But if you look at who walks across the stage for a diploma, its still largely the white, upper-
6、income population.The United States once had the highest graduation rate of any nation. Now it stands 10th. For the first time in American history, there is the risk that the rising generation will be less well educated than the previous one. The graduation rate among 25- to 34-year-olds is no bette
7、r than the rate for the 55- to 64-year-olds who were going to college more than 30 years ago. Studies show that more and more poor and non-white students want to graduate from college but their graduation rates fall far short of their dreams. The graduation rates for blacks, Latinos, and Native Amer
8、icans lag far behind the graduation rates for whites and Asians. As the minority population grows in the United States, low college graduation rates become a threat to national prosperity.The problem is pronounced at public universities. In 2007 the University of Wisconsin-Madison one of the top fiv
9、e or so prestigious public universities graduated 81% of its white students within six years, but only 56% of its blacks. At less-selective state schools, the numbers get worse. During the same time frame, the University of Northern Iowa graduated 67% of its white students, but only 39% of its black
10、s. Community colleges have low graduation rates generally but rock-bottom rates for minorities. A recent review of California community colleges found that while a third of the Asian students picked up their degrees, only 15% of African-Americans did so as well.Private colleges and universities gene
11、rally do better, partly because they offer smaller classes and more personal attention. But when it comes to a significant graduation gap, Bowdoin has company. Nearby Colby College logged an 18-point difference between white and black graduates in 2007 and 25 points in 2006. Middlebury College in Ve
12、rmont, another top school, had a 19-point gap in 2007 and a 22-point gap in 2006. The most selective private schools Harvard, Yale, and Princeton show almost no gap between black and white graduation rates. But that may have more to do with their ability to select the best students. According to dat
13、a gathered by Harvard Law School professor Lani Guinier, the most selective schools are more likely to choose blacks who have at least one immigrant parent from Africa or the Caribbean than black students who are descendants of American slaves.Higher education has been able to duck this issue for ye
14、ars, particularly the more selective schools, by saying the responsibility is on the individual student, says Pennington of the Gates Foundation. If they fail, its their fault. Some critics blame affirmative action students admitted with lower test scores and grades from shaky high schools often str
15、uggle at elite schools. But a bigger problem may be that poor high schools often send their students to colleges for which they are undermatched: they could get into more elite, richer schools, but instead go to community colleges and low-rated state schools that lack the resources to help them. Som
16、e schools out for profit cynically increase tuitions and count on student loans and federal aid to foot the bill knowing full well that the students wont make it. The school keeps the money, but the kid leaves with loads of debt and no degree and no ability to get a better job. Colleges are not hold
17、ing up their end, says Amy Wilkins of the Education Trust.A college education is getting ever more expensive. Since 1982 tuitions have been rising at roughly twice the rate of inflation. In 2008 the net cost of attending a four-year public university after financial aid equaled 28% of median (中间的) f
18、amily income, while a four-year private university cost 76% of median family income. More and more scholarships are based on merit, not need. Poorer students are not always the best-informed consumers. Often they wind up deeply in debt or simply unable to pay after a year or two and must drop out.Th
19、ere once was a time when universities took pride in their dropout rates. Professors would begin the year by saying, Look to the right and look to the left. One of you is not going to be here by the end of the year. But such a Darwinian spirit is beginning to give way as at least a few colleges face
20、up to the graduation gap. At the University of Wisconsin-Madison, the gap has been roughly halved over the last three years. The university has poured resources into peer counseling to help students from inner-city schools adjust to the rigor (严格要求) and faster pace of a university classroom and also
21、 to help minority students overcome the stereotype that they are less qualified. Wisconsin has a laserlike focus on building up student skills in the first three months, according to vice provost (教务长) Damon Williams.State and federal governments could sharpen that focus everywhere by broadly publis
22、hing minority graduation rates. For years private colleges such as Princeton and MIT have had success bringing minorities onto campus in the summer before freshman year to give them some preparatory courses. The newer trend is to start recruiting poor and non-white students as early as the seventh g
23、rade, using innovative tools to identify kids with sophisticated verbal skills. Such programs can be expensive, of course, but cheap compared with the millions already invested in scholarships and grants for kids who have little chance to graduate without special support.With effort and money, the g
24、raduation gap can be closed. Washington and Lee is a small, selective school in Lexington, Va. Its student body is less than 5% black and less than 2% Latino. While the school usually graduated about 90% of its whites, the graduation rate of its blacks and Latinos had dipped to 63% by 2007. We went
25、through a dramatic shift, says Dawn Watkins, the vice president for student affairs. The school aggressively pushed mentoring (辅导) of minorities by other students and partnering with parents at a special pre-enrollment session. The school had its first-ever black homecoming. Last spring the school g
26、raduated the same proportion of minorities as it did whites. If the United States wants to keep up in the global economic race, it will have to pay systematic attention to graduating minorities, not just enrolling them.1.What is the authors main concern about American higher education?A) The small p
27、roportion of minority students.B) The low graduation rates of minority students.C) The growing conflicts among ethnic groups.D) The poor academic performance of students.2.What was the pride of President Barry Mills of Bowdoin College?A) The prestige of its liberal arts programs.B) Its ranking among
28、 universities in Maine.C) The high graduation rates of its students.D) Its increased enrollment of minority students.3.What is the risk facing America?A) Its schools will be overwhelmed by the growing number of illegal immigrants.B) The rising generation will be less well educated than the previous
29、one.C) More poor and non-white students will be denied access to college.D) It is going to lose its competitive edge in higher education.4.How many African-American students earned their degrees in California community colleges according to a recent review?A) Fifty-six percent.C) Fifteen percent.B)
30、Thirty-nine percent.D) Sixty-seven percent.5.Harvard, Yale, and Princeton show almost no gap between black and white graduation rates mainly because.A) their students work harderC) their classes are generally smallerB) they recruit the best studentsD) they give students more attention6.How does Amy
31、Wilkins of the Education Trust view minority students failure to get a degree?A) Universities are to blame.B) Students dont work hard.C) The government fails to provide the necessary support.D) Affirmative action should be held responsible.7.Why do some students drop out after a year or two accordin
32、g to the author?A) They have lost confidence in themselves.B) They cannot afford the high tuition.C) They cannot adapt to the rigor of the school.D) They fail to develop interest in their studies.8. To tackle the problem of graduation gap, the University of Wisconsin-Madison helps minority students
33、get over the stereotype that _.9. For years, private colleges such as Princeton and MIT have provided minority students with _ during the summer before freshman year.10. Washington and Lee University is cited as an example to show that the gap of graduation rates between whites and minorities can _.
34、Part IIListening Comprehension(35 minutes)Section A Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. A
35、fter each question there will be a pause. During the pause, you must read the four choices marked A) B) C) and D), and decide which is the best answer. 11.A) Get some small change. B) Find a shopping center.C) Cash a check at a bank. D) Find a parking meter.12.A) Shopping with his son. B) Buying a g
36、ift for a child.C) Promoting a new product. D) Bargaining with a salesgirl.13.A) Taking photographs. B) Enhancing images.C) Mending cameras. D) Painting pictures.14.A) He moved to Baltimore when he was young. B) He can provide little useful information.C) He will show the woman around Baltimore. D)
37、He will ask someone else to help the woman.15.A) He is rather disappointed. B) He is highly ambitious.C) He cant face up to the situation. D) He knows his own limitations.16.A) She must have paid a lot for the gym. B) She is known to have a terrific figure.C) Her gym exercise has yielded good result
38、s. D) Her effort to keep fit is really praiseworthy.17. A) Female students are unfit for studying physics. B) He can serve as the womans tutor.C) Physics is an important course at school. D) The professors suggestion is constructive.18. A) Indifferent. B) Doubtful. C) Pleased. D) Surprised.Questions
39、 19 to 22 are based on the conversation you have just heard.19. A) He prefers the smaller evening classes. B) He has signed up for a day course.C) He has to work during the day. D) He finds the evening course cheaper.20.A) Learn a computer language. B) Learn data processing.C) Buy some computer soft
40、ware. D) Buy a few coursebooks.21.A) Thursday evening, from 7:00 to 9:45. B) From September 1 to New Years eve.C) Every Monday, lasting for 12 weeks. D) Three hours a week, 45 hours in total.22.A) What to bring for registration. B) Where to attend the class.C) How he can get to Frost Hall. D)Whether
41、 he can use a check.Questions 23 to 25 are based on the conversation you have just heard.23. A) A training coach. B) A trading adviser.C) A professional manager. D) A financial trader.24.A) He can save on living expenses. B) He considers cooking creative.C) He can enjoy healthier food. D) He thinks
42、take-away is tasteless.25.A) It is something inevitable. B) It is frustrating sometimes.C) It takes patience to manage. D) It can be a good thing.Section BDirections:In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the qu
43、estions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Questions 26 to 28 are based on the conversation you have just heard.26. A) There were no planets without moons. B) There was no air or water on Jupiter.C) Lif
44、e was not possible in outer space. D) The mystery of life could not be resolved.27.A) It has a number of active volcanoes. B) It has an atmosphere like the earths.C) It has a large ocean under its surface. D) It has deep caves several miles long.28. A) Light is not an essential element to it. B) Lif
45、e can form in very hot temperatures.C) Every form of life undergoes evolution. D) Oxygen is not needed for some life forms.Passage TwoQuestions 29 to 31 are based on the passage you have just heard.29. A) Whether they should take the child home. B) What Dr. Meyers instructions exactly were.C) Who sh
46、ould take care of the child at home. D) When the child would completely recover.30. A) She encourages them to ask questions when in doubt.B) She makes them write down all her instructions.C) She has them act out what they are to do at home.D) She asks them to repeat what they are supposed to do.31.
47、A) It lacks the stability of the printed word. B) It contains many grammatical errors.C) It is heavily dependent on the context. D) It facilitates interpersonal communication.Passage ThreeQuestions 32 to 35 are based on the passage you have just heard.32. A) Job security. B) Good labour relations. C
48、) Challenging work. D) Attractive wages and benefits.33.A) Many tedious jobs continue to be done manually.B) More and more unskilled workers will lose jobs.C) Computers will change to nature of many jobs.D) Boring jobs will gradually be made enjoyable.34. A) Offer them chances of promotion. B) Impro
49、ve their working conditions.C) Encourage them to compete with each other. D) Give them responsibilities as part of a team.35.A) They will not bring real benefits to the staff.B) They concern a small number of people only.C) They are arbitrarily set by the administrators.D) They are beyond the contro
50、l of ordinary workers.Section CDirections:In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 w
51、ith the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third ti
52、me, you should check what you have written.In the humanities, authors write to inform you in many ways. These methods can be (36) into three types of informational writing: factual, descriptive, and process.Factual writing provides (37) information on an author, composer, or artist or on a type of m
53、usic, literature, or art. Example of factual writing include notes on a book jacket or (38) cover and longer pieces, such as an article describing a style of music which you might read in a music (39) courses. This kind of writing provides a (40) for your study of the humanities.As its name (41), de
54、scriptive writing simply describes, or provides an (42) of, a piece of music, art, or literature. For example, descriptive writing might list the colors an artist used in a painting or the (43) a composer included in a musical composition, so as to make pictures or sounds in the readers mind by call
55、ing up specific details of the work. (44) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.Process writing explains a series of actions that bring about a result. (45) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
56、 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. This kind of writing is often found in art, where understanding how an artist created a certain effect is important. (46) _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Part Reading Comprehension (Reading in Depth)(25 minutes)Section AD
57、irections: In this section, there is a short passage with 5 questions or incomplete statements. Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words. Questions 47 to 51 are based on the following passage.How good are you at saying no? For many
58、, its surprisingly difficult. This is especially true of editors, who by nature tend to be eager and engaged participants in everything they do. Consider these scenarios:Its late in the day. That front-page package youve been working on is nearly complete; one last edit and its finished. Enter the e
59、xecutive editor, who makes a suggestion requiring a more-than-modest rearrangement of the design and the addition of an information box. You want to scream: No! Its done! What do you do?The first rule of saying no to the boss is dont say no. She probably has something in mind when she makes suggesti
60、ons, and its up to you to find out what. The second rule is dont raise the stakes by challenging her authority. That issue is already decided. The third rule is to be ready to cite options and consequences. The bosss suggestions might be appropriate, but there are always consequences. She might not
61、know about the pages backing up that need attention, or about the designer who had to go home sick. Tell her she can have what she wants, but explain the consequences. Understand what shes trying to accomplish and propose a Plan B that will make it happen without destroying what youve done so far.He
62、res another case. Your least-favorite reporter suggests a dumb story idea. This one should be easy, but its not. If you say no, even politely, you risk inhibiting further ideas, not just from that reporter, but from others who heard that you turned down the idea. This scenario is common in newsrooms
63、 that lack a systematic way to filter story suggestions.Two steps are necessary. First, you need a system for how stories are proposed and reviewed. Reporters can tolerate rejection of their ideas if they believe they were given a fair hearing. Your gut reaction (本能反应) and dismissive rejection, even
64、 of a worthless idea, might not qualify as systematic or fair.Second, the people you work with need to negotiate a What if .? agreement covering What if my idea is turned down? How are people expected to react? Is there an appeal process? Can they refine the idea and resubmit it? By anticipating Wha
65、t if.? situations before they happen, you can reach understanding that will help ease you out of confrontations.47. Instead of directly saying no to your boss, you should find out _.48. The authors second warning is that we should avoid running a greater risk by _.49. One way of responding to your b
66、osss suggestion is to explain the _ to her and offer an alternative solution.50. To ensure fairness to reporters, it is important to set up a system for stories to _.51. People who learn to anticipate What if.? situations will be able to reach understanding and avoid _.Section BDirections: There are
67、 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). Passage One: Questions 52 to 56 are based on the following passage.At the heart of the debate over illegal immigration lies one key question
68、: are immigrants good or bad for the economy? The American public overwhelmingly thinks theyre bad. Yet the consensus among most economists is that immigration, both legal and illegal, provides a small net boost to the economy. Immigrants provide cheap labor, lower the prices of everything from farm
69、 produce to new homes, and leave consumers with a little more money in their pockets. So why is there such a discrepancy between the perception of immigrants impact on the economy and the reality?There are a number of familiar theories. Some argue that people are anxious and feel threatened by an in
70、flow of new workers. Others highlight the strain that undocumented immigrants place on public services, like schools, hospitals, and jails. Still others emphasize the role of race, arguing that foreigners add to the nations fears and insecurities. Theres some truth to all these explanations, but the
71、y arent quite sufficient.To get a better understanding of whats going on, consider the way immigrations impact is felt. Though its overall effect may be positive, its costs and benefits are distributed unevenly. David Card, an economist at UC Berkeley, notes that the ones who profit most directly fr
72、om immigrants low-cost labor are businesses and employers meatpacking plants in Nebraska, for instance, or agricultural businesses in California. Granted, these producers savings probably translate into lower prices at the grocery store, but how many consumers make that mental connection at the chec
73、kout counter? As for the drawbacks of illegal immigration, these, too, are concentrated. Native low-skilled workers suffer most from the competition of foreign labor. According to a study by George Borjas, a Harvard economist, immigration reduced the wages of American high-school dropouts by 9% betw
74、een 1980-2000.Among high-skilled, better-educated employees, however, opposition was strongest in states with both high numbers of immigrants and relatively generous social services. What worried them most, in other words, was the fiscal (财政的) burden of immigration. That conclusion was reinforced by
75、 another finding: that their opposition appeared to soften when that fiscal burden decreased, as occurred with welfare reform in the 1990s, which curbed immigrants access to certain benefits.The irony is that for all the overexcited debate, the net effect of immigration is minimal. Even for those mo
76、st acutely affected say, low-skilled workers, or California residents the impact isnt all that dramatic. The unpleasant voices have tended to dominate our perceptions, says Daniel Tichenor, a political science professor at the University of Oregon. But when all those factors are put together and the
77、 economists calculate the numbers, it ends up being a net positive, but a small one. Too bad most people dont realize it.52.What can we learn from the first paragraph?A) Whether immigrants are good or bad for the economy has been puzzling economists.B) The American economy used to thrive on immigrat
78、ion but now its a different story.C) The consensus among economists is that immigration should not be encouraged.D) The general public thinks differently from most economists on the impact of immigration.53.In what way does the author think ordinary Americans benefit from immigration?A) They can acc
79、ess all kinds of public services.B) They can get consumer goods at lower prices.C) They can mix with people of different cultures.D) They can avoid doing much of the manual labor.54.Why do native low-skilled workers suffer most from illegal immigration?A) They have greater difficulty getting welfare
80、 support.B) They are more likely to encounter interracial conflicts.C) They have a harder time getting a job with decent pay.D) They are no match for illegal immigrants in labor skills.55.What is the chief concern of native high-skilled, better-educated employees about the inflow of immigrants?A) It
81、 may change the existing social structure.B) It may pose a threat to their economic status.C) It may lead to social instability in the country.D) It may place a great strain on the state budget.56.What is the irony about the debate over immigration?A) Even economists cant reach a consensus about its
82、 impact.B) Those who are opposed to it turn out to benefit most from it.C) People are making too big a fuss about something of small impact.D) There is no essential difference between seemingly opposite opinions.Passage Two: Questions 57 to 61 are based on the following passage.Picture a typical MBA
83、 lecture theatre twenty years ago. In it the majority of students will have conformed to the standard model of the time: male, middle class and Western. Walk into a class today, however, and youll get a completely different impression. For a start, you will now see plenty more women the University o
84、f Pennsylvanias Wharton School, for example, boasts that 40% of its new enrolment is female. You will also see a wide range of ethnic groups and nationals of practically every country.It might be tempting, therefore, to think that the old barriers have been broken down and equal opportunity achieved
85、. But, increasingly, this apparent diversity is becoming a mask for a new type of conformity. Behind the differences in sex, skin tones and mother tongues, there are common attitudes, expectations and ambitions which risk creating a set of clones among the business leaders of the future.Diversity, i
86、t seems, has not helped to address fundamental weaknesses in business leadership. So what can be done to create more effective managers of the commercial world? According to Valerie Gauthier, associate dean at HEC Paris, the key lies in the process by which MBA programmes recruit their students. At
87、the moment candidates are selected on a fairly narrow set of criteria such as prior academic and career performance, and analytical and problem solving abilities. This is then coupled to a schools picture of what a diverse class should look like, with the result that passport, ethnic origin and sex
88、can all become influencing factors. But schools rarely dig down to find out what really makes an applicant succeed, to create a class which also contains diversity of attitude and approach arguably the only diversity that, in a business context, really matters.Professor Gauthier believes schools sho
89、uld not just be selecting candidates from traditional sectors such as banking, consultancy and industry. They should also be seeking individuals who have backgrounds in areas such as political science, the creative arts, history or philosophy, which will allow them to put business decisions into a w
90、ider context.Indeed, there does seem to be a demand for the more rounded leaders such diversity might create. A study by Mannaz, a leadership development company, suggests that, while the bully-boy chief executive of old may not have been eradicated completely, there is a definite shift in emphasis
91、towards less tough styles of management at least in America and Europe. Perhaps most significant, according to Mannaz, is the increasing interest large companies have in more collaborative management models, such as those prevalent in Scandinavia, which seek to integrate the hard and soft aspects of
92、 leadership and encourage delegated responsibility and accountability.57.What characterises the business school student population of today?A) Greater diversity. C) Exceptional diligence.B) Intellectual maturity D) Higher ambition.58.What is the authors concern about current business school educatio
93、n?A) It will arouse students unrealistic expectations.B) It will produce business leaders of a uniform style.C) It focuses on theory rather than on practical skills.D) It stresses competition rather than cooperation.59.What aspect of diversity does Valerie Gauthier think is most important?A) Age and
94、 educational background.C) Attitude and approach to business.B) Social and professional experience.D) Ethnic origin and gender.60.What applicants does the author think MBA programmes should consider recruiting?A) Applicants with prior experience in business companies.B) Applicants with sound knowled
95、ge in math and statistics.C) Applicants from outside the traditional sectors.D) Applicants from less developed regions and areas.61.What does Mannaz say about the current management style?A) It is eradicating the tough aspects of management.B) It encourages male and female executives to work side by
96、 side.C) It adopts the bully-boy chief executive model.D) It is shifting towards more collaborative modelsPassage ThreeQuestions 62 to 66 are based on the following passage.When next years crop of high-school graduates arrive at Oxford University in the fall of 2009, theyll be joined by a new face;
97、Andrew Hamilton, the 55-year-old provost (教务长) of Yale, wholl become Oxfords vice-chancellora position equivalent to university president in America.Hamilton isnt the only educator crossing the Atlantic. Schools in France, Egypt, Singapore, etc, have also recently made top-level hires from abroad. H
98、igher education has become a big and competitive business nowadays, and like so many businesses, its gone global. Yet the talent flow isnt universal. High-level personnel tend to head in only one direction: outward from America.The chief reason is that American schools dont tend to seriously conside
99、r looking abroad. For example, when the board of the University of Colorado searched for a new president, it wanted a leader familiar with the state government, a major source of the universitys budget. “We didnt do any global consideration,” says Patricia Hayes, the boards chair. The board ultimate
100、ly picked Bruce Benson, a 69-year-old Colorado businessman and political activist (活动家) who is likely to do well in the main task of modern university presidents: fund-raising. Fund-raising is a distinctively American thing, since U.S. schools rely heavily on donations. The fund-raising ability is l
101、argely a product of experience and necessity.Many European universities, meanwhile, are still mostly dependent on government funding. But government support has failed to keep pace with rising student number. The decline in government support has made funding-raising an increasing necessary ability
102、among administrators and has hiring committees hungry for Americans.In the past few years, prominent schools around the world have joined the trend. In 2003, when Cambridge University appointed Alison Richard, another former Yale provost, as its vice-chancellor, the university publicly stressed that
103、 in her previous job she had overseen “a major strengthening of Yales financial position.”Of course, fund-raising isnt the only skill outsiders offer. The globalization of education means more universities will be seeking heads with international experience of some kind of promote international prog
104、rams and attract a global student body. Foreigners can offer a fresh perspective on established practices.62. What is the current trend in higher education discussed in the passage?A) Institutions worldwide are hiring administrators from the U.S.B) A lot of political activists are being recruited as
105、 administrators.C) American universities are enrolling more international students.D) University presidents are paying more attention to funding-raising.63. What is the chief consideration of American universities when hiring top-level administrators?A) The political correctness. B) Their ability to
106、 raise funds.C) Their fame in academic circles. D) Their administrative experience.64. What do we learn about European universities from the passage?A) The tuitions they charge have been rising considerably.B) Their operation is under strict government supervision.C) They are strengthening their pos
107、ition by globalization.D) Most of their revenues come from the government.65. Cambridge University appointed Alison Richard as its vice-chancellor chiefly because _.A) she was known to be good at raising moneyB) she could help strengthen its ties with YaleC) she knew how to attract students overseas
108、D) she had boosted Yales academic status66. In what way do top-level administrators from abroad contribute to university development?A) They can enhance the universitys image.B) They will bring with them more international faculty.C) They will view a lot of things from a new perspective.D) They can
109、set up new academic disciplines. Part Writing假定你是王永，准备参加学校举办的主题为“健康成长”的英语作文比赛。请按要求写一篇短文，主要内容包括：1. 乐观的人生态度：人生有起伏；面对挫折-2. 努力学习：知识就是力量-3. 参加体育锻炼：强健的体魄-. 注意：1.词数120左右； 2.可以适当增加细节，以使行文连贯； 3.开头已为你写好。We all want to grow up happily and healthily, and for this goal we must do several things. _江苏省如皋中学20112012
110、学年度第一学期质量检测高二英语（国际班）答题纸Part I Reading Comprehension 1、_ 2、_ 3、_ 4、_ 5、_6、_7、_ 8、_ 9、_ 10、_Part IIListening Comprehension 11、_ 12、_ 13、_ 14、_ 15、_ 16、_ 17、_ 18、_ 19、_ 20、_ 21、_ 22、_ 23、_ 24、_ 25、_ 26、_ 27、_ 28、_ 29、_ 30、_ 31、_ 32、_ 33、_ 34、_ 35、_ 36、_ 37、_ 38、_ 39、_ 40、_ 41、_ 42、_ 43、_ 44、_ 45、_ 46、_Part Reading Comprehension (Reading in Depth)Section A47、_48、_49、_50、_51、_Section B 52、_ 53、_ 54、_ 54、_ 56、_ 57、_ 58、_ 59、_ 60、_ 61、_62、_ 63、_ 64、_ 65、_ 66、_Part Writing We all want to grow up happily and healthily, and for this goal we must do several things. _版权所有：高考资源网()版权所有：高考资源网()
