1、Part 川 Reading Comprehension （ 40 minutes ）Sectio n AA rat or pige on ?p?d? ?n 鴿子 might not be the obvious choice to tend to some one who is sick, but these creatures have some?26 K superior ?skills that could help the treatme nt of huma n diseases.Pigeons are often seen as dirty birds and an urban?

2、27 D nuisanee ?, but they are just the latest in a long line of animals that have bee n found to have abilities to help huma ns. Despite havi ng a brain no bigger tha n the?28 M tip?of your in dex fin ger （食指），pige ons have a very impressive?29 O visual memory. Recen tly it was show n that they coul

3、d be trained to be as accurate ?kj?r?t精確的 as humans at detecting （探測(cè)，檢查）breast （胸部）cancer in images （影像）.Rats are often?30 A associated?with spreading disease rather than?31 F preventing?it, but this Iong-tailed animal is highly?32 H sen sitive ?. In side a rats nose are up to 1,000 differe nt types

4、 of olfactory receptors （ 嗅覺(jué)感受器 ）,whereas humans only have 100 to 200 types. This gives rats the ability to detect 33 I slight ?smells. As a result, some rats are being put to work to detect TB（肺結(jié)核）.When the rats detect the smell, they stop and rub （擦，摩擦） their legs to?34 C indicate ?a sample is in

5、fected.Traditi on ally, a hun dred samples would take lab tech nicia ns more tha n two days to?35 B exam ine?, but for a rat it takes less tha n 20 minu tes. This rat detect ion method does nt rely on specialist equipme nt. It is also more accurate the rats are able to find more TB infections and, t

6、herefore, save more lives. 一只老鼠或鴿子可能不是照顧生病的人的明顯選 擇，但這些生物擁有大約的高級(jí)技能，可以幫助治療人類(lèi)疾病。鴿子通常被視為骯臟的鳥(niǎo)類(lèi)和城市的滋擾，但它們只是最近發(fā)現(xiàn)的一長(zhǎng)串動(dòng)物，有能力幫助人類(lèi)。盡管有大腦 不大于28米的食指尖，鴿子有一個(gè)非常令人印象深刻的視覺(jué)記憶。最近的研究表明，他們可以被訓(xùn)練得和人類(lèi)一 樣精確地在圖像中檢測(cè)乳房。大鼠通常與傳播疾病有關(guān)，而不是阻礙，但這種長(zhǎng)尾動(dòng)物高度敏感。在老鼠的鼻子里有多達(dá)1000種不同類(lèi)型的奧爾法 而人類(lèi)只有100到200種類(lèi)型。這使大鼠有能力檢測(cè)出輕微的氣味。結(jié)果，一些老鼠被投入到檢測(cè)結(jié)核 病（肺結(jié)核）的工

7、作中。當(dāng)老鼠發(fā)現(xiàn)了氣味，他們停下來(lái)，把腿摩擦，表明樣本被感染了。傳統(tǒng)上，一百個(gè)樣本需要實(shí)驗(yàn)室技術(shù)人員兩天以上的時(shí)間來(lái)進(jìn)行檢測(cè)，但對(duì)于一只老鼠，它所需的時(shí)間不到 20分鐘。這種老鼠檢測(cè)方法不依賴(lài)于專(zhuān)家裝備。這也是更準(zhǔn)確的-老鼠能夠發(fā)現(xiàn)更多的結(jié)核病感染，因此，拯救更多的生命。Sectio n BDo In -Class Exams Make Students Study Harder?.在課堂上考試使學(xué)生學(xué)習(xí)更努力嗎？Research suggests they may study more broadly （完全地; 大體上）for the unexpected rather than sear

8、ch for answers研究表明，他們可能會(huì)研究更廣泛，以尋找意想不到的答案，而不是尋找答案。我一直是個(gè)很差的應(yīng)試者。所以我 回來(lái)了可能有點(diǎn)奇怪44A I have always been a poor test -taker. So it may seem rather strange that I have returned to college to finish thedegree（省略了 that 的定語(yǔ)從句）I left undone some four decades ago. I am making my way through Columbia University,su

9、rroun ded by stude nts who quickly supply the verbal 言語(yǔ)的;口頭的 an swer while I am still process in g?pr?ses n.（ 過(guò) 程；工序vt.加工；處理）the question.我一直是個(gè)很差的考生。因此，我回到大學(xué)完成了40年前未完成的學(xué)位，這似乎有點(diǎn)奇怪。我要通過(guò)哥倫比亞大學(xué)在我還在處理這個(gè)問(wèn)題的時(shí)候，學(xué)生們迅速地提供了口頭的答案。40B Since there is no way for me to avoid exams, I am curre ntly （當(dāng)前，目前） questio n

10、ing what kind are the most taxing （繁重的，費(fèi)力的）and ultimately beneficial. I have already sweated （流汗；做苦工）through numerous ?nju:m?r?s in-class midterms and finals, and now I have a professor who issues （發(fā)布）take-home ones. I was excited when I learnedthis, figuring （算出） I had a full week to do the researc

11、h, read the texts, and write it all up. In fact, I was still rewriting my midterm the morning it was due （應(yīng)有的權(quán)禾U ;應(yīng)得至U的東西 ;）.To say I had lost the thread is putting it mildly. 由于我沒(méi) 有辦法避免考試，我目前在質(zhì)疑哪種考試最費(fèi)錢(qián)，最終是有益的。我已經(jīng)在無(wú)數(shù)的期中和期末考試中汗流浹背。現(xiàn)在我有一位教授負(fù)責(zé)給我?guī)Щ丶摇．?dāng)我學(xué)到這個(gè)的時(shí)候，我很興奮，我想我有整整一周的時(shí)間來(lái)做研究，閱讀課文，然后把它全部寫(xiě)出來(lái)。事實(shí)上，我還在在

12、我期中考試即將到來(lái)的那一天。說(shuō)我把線(xiàn)弄丟了，這是溫和的說(shuō)法。38C As I was suffering through my week of anxiety, overthinking the material and guessing my grasp （控制; 控制力; 能力所及） of it, I did some of my own polli ng （對(duì)進(jìn)行調(diào)查） among stude nts and professors. David Eise nbach, who teaches a popular class on . presidents at Columbia, pre

13、fers the in -class variety （多樣化）.He believes students ultimatelylearn more and encourages them to form study groups. “ Thatway they socialize over history outside the class, which would n t happe n without the pressure of an in -class exam, ” he expla in ed, “ Furtheclmss矚xams force stude nts to lea

14、rn how to perform un der pressure, and esse ntial work skill.當(dāng)我經(jīng)歷了一周的焦慮，過(guò)度思考和猜測(cè)我對(duì)它的掌握時(shí)，我在學(xué)生和教授中做了一些自己的調(diào)查。大衛(wèi)艾森巴赫，教流行音樂(lè)在哥倫比亞大學(xué)的美國(guó)總統(tǒng)的班級(jí)，更喜歡課堂上的各種.。他相信學(xué)生最終會(huì)學(xué)到更多的東西，并鼓勵(lì)他們組成學(xué)習(xí)小組。這樣，他們就可以在歷史上進(jìn)行社交活動(dòng)了。他解釋道：課堂考試沒(méi)有壓力，課堂考試就不會(huì)發(fā)生，而且，課堂考試迫使學(xué)生學(xué)習(xí)如何在壓力下表演，以及基本的滑雪作業(yè)。39D He also says there is less chanee of cheating wi

15、th the in -class variety. In 2012, 125 students at Harvard were caught up in a scandal when it was discovered they had cheated on a take -home exam for a class entitledIntroduction Con gress. ” Some colleges have what they call an“ honor code, ” though if you are smart eno ugh to get into theseyou a

16、re either smart eno ugh to get around ）（繞開(kāi)） any codes （ 行為準(zhǔn)貝 U ; 代碼） or hopefully, too ethical ?e（adj. 0 ?kl道德的）to consider doing so. As I sat blocked （圭寸鎖的）and clueless （無(wú)能的） for two solid?s?l?d（固體的；實(shí)心的；結(jié)實(shí)的，可靠的）days, I momentarily ?m?m?ntr?li（馬上）wondered if I couldn t just call an expert on thesubj

17、ect matter which I was tackli ng（解決），or some one who took the class previously, to get me going.他還說(shuō)，在課堂上作弊的可能性較小。2012,有125名哈佛學(xué)生被發(fā)現(xiàn)在一次帶回家的考試中作弊，從而卷入了一樁丑聞。題為 國(guó)會(huì)簡(jiǎn)介”的班級(jí)。有些大學(xué)有他們所謂的榮譽(yù)守則”，但如果你足夠聰明進(jìn)入這些學(xué)校，你要么聰明到可以繞過(guò)任何一所學(xué)校。或者希望是太道德了，不能考慮這么做。當(dāng)我坐在那里呆了兩天，毫無(wú)頭緒的時(shí)候，我突然想，如果我不能找一個(gè)專(zhuān)家來(lái)研究我所做的事情，我會(huì)不會(huì)感到困惑？或者是以前上過(guò)課的人，讓我開(kāi)始上

18、課。37E Following the Harvard scandal, Mary Miller, the former dean di:n教務(wù)長(zhǎng) of students at Yale, made an impassioned appeal to her school s professors to re（am住ro n制止）take-home exams. “ Students risk health andwell being, as well as performance in other end-of-term work, when faculty?f?klti（能力：才能；全體教職

19、員）offers take-home exams without clear, time-limited boundaries, she told me. “ Researchow shows that regular quizzes, short essays, and other assignments over the course of a term better enhance learning and retention r?ten?n（保留; 記憶力）.在 哈佛丑聞之后，耶魯大學(xué)前系主任瑪麗米勒（MaryMiller）強(qiáng)烈呼吁該校的教授們不要參加磨練考試。學(xué)生的健康和健康受到威脅

20、。她對(duì)我說(shuō)：除了在其他期末工作中的表現(xiàn)外，教師們還會(huì)在沒(méi)有明確、有時(shí)間限制的情況下提供帶回家的考試。”。現(xiàn)在的研究表明，定期的測(cè)驗(yàn)，短文，以及其他學(xué)期的作業(yè)，更能加強(qiáng)學(xué)習(xí)和留用。“43F Most college professors agree the kind of exam they choose largely depends on the subject. A quantitative-basedone, for example, is unlikely to be sent home, where one could ask their older brothers and sis

21、ters to help. Vocational-typeclasses, such as computer scienee or journalism?d?:n?I?z?m（新聞學(xué); 新聞工作 ）,on the other hand, are often more research-oriented（定向的）and lend themselves to take-home testing. Chris Koch, who teaches “ Historyof Broadcast Jour nalism ” at Mon tgomery Com mun ity College in Rock

22、ville, Maryla nd, poi nts out that report ing is about in vestigati on rather than the memorization of minute details.In my field, it s not what you know it s what yosays Koch. “ There is way too much in formati on, and more coming all the time, for anyone to remember. I want my stude nts to search

23、out the an swers to questio ns by using all the resources available to them. 大多數(shù)大學(xué)教授都認(rèn)為他們選擇的考 試類(lèi)型主要取決于這門(mén)學(xué)科。例如，一個(gè)基于數(shù)量的方法不太可能被送回家，在那里你可以問(wèn)他們的哥哥們。和姐妹們一起幫忙。另一方面，職業(yè)類(lèi)課程，如計(jì)算機(jī)科學(xué)或新聞學(xué)，往往更注重研究，并適合于帶回家進(jìn)行測(cè)試。克里斯科赫，世衛(wèi)組織 Teac馬里蘭州羅克維爾蒙哥馬利社區(qū)學(xué)院的廣播新聞史”指出，報(bào)道是關(guān)于調(diào)查的，而不是對(duì)細(xì)節(jié)的記憶。 在我的小說(shuō)里 科赫說(shuō)：事實(shí)上，這不是你所知道的-而是你知道如何發(fā)現(xiàn)。”。有太多的信息， 而且

24、越來(lái)越多的時(shí)刻到來(lái)，任何人都無(wú)法記住。我要我的學(xué)生去找他利用所有可用的資源來(lái)回答問(wèn)題。42G Students test-form preferences vary, too, often depending on the subject and course difficulty. “ I prefer take-home essays because it is then really about the writing, so you have time to edit ?ed?t（ 編輯; 校訂）and do more research, says Elizabeth Dresser,

25、 a junior at Barnard. Then there is the stress factor. Francesca Haass, a senior at Middlebury, says, I find-chasisi ones are more stressful in the short term, but there is immediate relief as you swallow（吞，忍受） information like mad, and then you get to forget it all. Take -homes require thoughtful e

26、ngagement which can lead to Ion ger term stress as there is n ever a mome nt whe n the time is up. Mea nwhile, Olivia Rubi n, a sophomore ?s?f?m?:（r） at Emory, says she hardly even considers take -homes true exams. If you understand the material and have the ability to articulate （說(shuō)出）your thoughts,

27、they should be a breeze bri:z（微風(fēng)；輕而易舉的事）.學(xué)生的考試形式偏好 也各不相同，往往取決于科目和課程難度。我更喜歡帶回家的文章，因?yàn)樗鼘?shí)際上是關(guān)于寫(xiě)作的，所以你有時(shí)間來(lái)編輯和做。更多的研究，” Barnard的一名三年級(jí)學(xué)生伊麗莎白德雷塞爾說(shuō)。還有壓力因素。米德?tīng)柌锏拇笏膶W(xué)生弗朗西絲卡哈斯說(shuō)：我發(fā)現(xiàn)課堂上的學(xué)生在短期內(nèi)壓力更大。術(shù)語(yǔ)，但是當(dāng)你像瘋了一樣吞下信息，你就會(huì)立刻得到解脫，然后你就會(huì)忘記它。帶回家需要深思熟慮的參與，這可能會(huì)導(dǎo)致長(zhǎng)期壓力，因?yàn)橛行碌摹５葧r(shí)間到了。與此同時(shí)，埃默里大學(xué)二年級(jí)的奧利維亞魯賓（OliviaRubin）表示，她甚至幾乎不考慮參

28、加真正的考試。如果你了解材料，并且有發(fā)音的能力（說(shuō)出）你的想法，應(yīng)該是輕而易舉的。“41H How stude nts ultimately han dle stress may depe nd on their pers onal test-tak ing abilities. There are people whoalways wait until the last minute, and make it much harder than it needs to be. And then there those who, not knowing what questi ons are c

29、oming at them, and havi ng no resources to refer to, can freeze. And the n there are we rare re?（r）folksf?ks（人們；家屬）who fit both those descriptions.學(xué)生最終如何處理壓力可能取決于他們的個(gè)人應(yīng)試能力。有些人總是等到最后一刻，使事情變得比實(shí)際需要困難得多。然后在那里，那些不知道有什么問(wèn)題在向他們提出，而且沒(méi)有資源可供參考的人，可以?xún)鼋Y(jié)。然后，我們也有罕見(jiàn)的人，他們符合這兩種描述。36l Yes, my advaneed age must factor （

30、vt. 把因素包括進(jìn)去） into the equation ?kwe?n（等式）,in part because of my in ability to access the in formatio n as quickly. As ano ther returni ng stude nt at Columbia, Kate Marber, told me, “ We are learning not only all this information, but essentially how to learn again. Our fellow （ 同伴;男子 adj. 同伴 的;同事的）

31、students have just come out of high school. A lot has changed since we were last in school. 是的，我的高齡”必須考慮到方程式（等式），部分原因是我無(wú)法快速地獲取這些信息。作為哥倫比亞大學(xué)的另一名返校學(xué)生，凱特馬伯告訴我：我們是利亞。不僅是這些信息，而且本質(zhì)上是如何重新學(xué)習(xí)。我們的同學(xué)剛從高中畢業(yè)。自從我們上一次上一所學(xué)校以來(lái)，已經(jīng)發(fā)生了很多變化。45J If nothing else, the situati on has give n my college son and me someth ing

32、to share, Whe n I asked his opinion onthis matter, he resp on ded,-“assceXams because the time is already reserved, as opposed to using my free time athome to work on a test, he seems to me that a compromise would be receiving the exam questions a day or two in advanee, and then doing the actual tes

33、t in class the ticking ?t?k?（發(fā)出滴答聲;）clock overhead.如果沒(méi)有其他的事， 情況已經(jīng)給我上大學(xué)的兒子和我分享的東西，當(dāng)我問(wèn)他對(duì)這件事的，看來(lái)他回答說(shuō)：我喜歡在課堂考試，因?yàn)橐呀?jīng)預(yù)留了時(shí)間，為他回答道：我反對(duì)利用我在家的空閑時(shí)間去做一個(gè)測(cè)試。”在我看來(lái)，妥協(xié)的辦法是提前一兩天收到考題，然后再做實(shí)際的測(cè)試。把倒計(jì)時(shí)的鐘記在頭頂上。K Better yet, how about what one Hun ter College professor reportedly did recen tly for her final exam: She en co

34、uraged the class not to stress or eve n study, promis ing that,It is going to be a piece of cake.in, sharpened pencils in hand, there was not a blue book in sight. Rather, they saw a large chocolate cake and they each were given a slice.更好的是，據(jù)報(bào)道一位亨特學(xué)院教授最近為期末考試做了什么：她鼓勵(lì)全班學(xué)生不要有壓力，甚至不要學(xué)習(xí)，并承諾說(shuō)：這將是每一個(gè)c級(jí)的學(xué)

35、生。阿克。學(xué)生們進(jìn)來(lái)時(shí)，手里拿著鉛筆，眼前看不到一本藍(lán)色的書(shū)。相反，他們看到了一個(gè)巨大的巧克力蛋糕，他們每人都得到了一片。36. Elderly ?eld?li 較老的 stude nts find it hard to keep up with the rapid cha nges in educati on.37. Some believe take-home exams may affect stude nts performa nee in other courses.38. Certain professors believe in -class exams are ultimate

36、ly?lt?m?tli 最后 more helpful to students.39. In- class exams are believed to discourage cheat ing in exams.40. The author was happy to lear n she could do some exams at home.41. Students who put off their work until the last moment often find the exams more difficult than they actually are.42. Differ

37、ent stude nts may prefer differe nt types of exams.43. Most professors agree whether to give an in -class or a take-home exam depends on type of course being taught.44. The author dropped out of 退學(xué) college some forty years ago.45. Some students think take-home exams will eat up their free time.Secti

38、o n CPassage OneQuesti ons 46 and 50 are based on the follow ing passage.That people often experience trouble sleeping in a different bed in unfamiliar surroundings is a phenomenon known as the-firisilht ” effect. If a person stays in the same room the following night they tend to sleep more soundly

39、.Yuka Sasaki and her colleagues at Brown University set out to investigate the origins of this effect.Dr. Sasaki knew the first -night effect probably has something to do with how humans evolved. The puzzle waswhat ben efit would be gained from it whe n performa nce might be affected the followi ng

40、day. She also knew from previous work con ducted on birds and dolph ins that these ani mals put half of their brains to sleep at a time so that they can rest while remai ning alert eno ugh to avoid predators （捕食者）.This led her to won der if people might be doing the same thi ng. To take a closer loo

41、k, her team studied 35 healthy people as they slept in the unfamiliar environment of the university of Psychological Scie nces. The participa nts each slept in the departme nt for two ni ghts and were carefully mon itored with tech niq ues that looked at the activity of their brains. Dr. Sasaki foun

42、d, as expected, the participa nts slept less well on their first night than they did on their second, taking more than twice as long to fall asleep and sleeping less overall. During deep sleep, the participants brains behaved in a similar manner seen in birds and dolphins. On the first night only, t

43、he left hemispheres (半球)of their brains did not sleep n early as deeply as their right hemispheres did.Curious if the left hemispheres were in deed remai ning awake to process in formatio n detected in the surr ounding environment, Dr. Sasaki re-ran the experiment while presenting the sleeping parti

44、cipants with a mix of regularly timed beeps (蜂鳴聲)of the same tone and irregular beeps of a different tone during the night. She worked out that, if the left hemisphere was staying alert to keep guard in a strange environment, then it would react to the irregular beeps by stirring people from sleep a

45、nd would ignore the regularly timed on es. This is precisely what she found.46. What did researchers find puzzling about the first -night effect?A) To what exte nt it can trouble people. C) What circumsta nces may trigger it.B) What role it has played in evoluti on. D) In what way it can be ben efic

46、ial.|47. What do we lear n about Dr. Yuka Sasaki doing her research?A) She found birds and dolph ins rema in alert while asleep.B) She found birds and dolph ins sleep in much the same way.C) She got some idea from previous studies on birds and dolph insD) She con ducted studies on birds and dolphi n

47、s sleep ing patter ns.48. What did Dr. Sasaki do when she first did her experiment?A) She mon itored the brain activity of participa nts sleep ing in a new environment.B) She recruited 35 participa nts from her Departme nt of Psychological Scien ces.C) She studied the differences between the two sid

48、es of participants brains.D) She tested her findings about birds and dolph ins on huma n subjects.49. What did Dr. Sasaki do when re -running her experiment?A) She an alyzed the n egative effect of irregular tones on brains.B) She recorded participants adaptation to changed environment.C) She expose

49、d her participa nts to two differe nt stimuli.D) She compared the resp on ses of differe nt participa nts.50. What did Dr. Sasaki find about the participants in her experiment?A) They ten ded to enjoy certa in tones more tha n others.B) They ten ded to perceive irregular beeps as a threat.C) They fe

50、lt sleepy whe n exposed to regular beeps.D) They differed in their toleranee of irregular tones.Passage TwoQuesti ons 51 to 55 are based on the follow ing passage.It s time to reevaluate how women handle conflict at work. Being overworked or over -committed at home and on the job will not get you wh

51、ere you want to be in life. It will only slow you dow n and hin der your career goals.Did you know wome n are more likely tha n men to feel exhausted? Nearly twice as many wome n tha n men ages 18-44 reported feeling“ very tired ” or “ exhausted ” , according to a recent study.This may not be surpri

52、s ing give n that this is the age range whe n wome n have childre n. Its also the age range when many wome n are trying to bala nee careers and home. One reas on wome n may feel exhausted is that they have a hard time saying no. Women want to be able todo it all volunteer for school parties or cook

53、delicious meals -and so their answer to any request is often“ Yes, I can. ”Women struggle to say noin the workplace for similar reasons, including the desire to be liked by their colleagues. Un fortun ately, this in ability to say no may be hurting wome ns heath as well as their career.At the workpl

54、ace, men use conflict as a way to position themselves, while women often avoid conflict or strive to be the peacemaker, because they dont want to be viewed as aggressive or disruptive at work. For example, there as problem that n eeds to be addressed immediately, result ing in a dispute over should

55、be the one to fix it. Men are more likely to face that dispute from the perspective of what ben efits them most, whereas wome n may approach the same dispute from the perspective of whats the easiest and quickest way to resolve the problem -evenif that means doing the bori ng work themselves.This di

56、ffere nee in han dli ng con flict could be the decidi ng factor on who gets promoted to a leadership positi onand who does not. Leaders have to be able to delegate and man age resources wisely- in cludi ng staff expeimore of the workload may not earn you that promoti on. In stead, it may highlight your in ability to delegate effectively.51. What does the author say is the problem with wome n?A) They are ofte n un clear about the career goals to reach.B) They are usually more committed at home th